Uses of AI in Developing Linguistic and Literary Competencies in Future Language and Literature Teachers

Contemporary education faces paradigm shifts at all levels due to the integration of Artificial Intelligence (AI). Its incorporation transforms how future teachers read, write, and construct meaning. This article aims to analyze the uses of AI in the development of linguistic and literary competencies in Language and Literature students at a Dominican university. Methodologically, this is a qualitative investigation of descriptive scope, under the design of a multiple case study, through the technique of focus groups, stratified into first-year, mid-year, and final-year students. The data were systematized using MAXQDA 2022 software, which enabled for their organization into inductive categories and the presentation of frequencies. The analysis was strengthened with validation procedures such as triangulation and external auditing, which support reliability and interpretive rigor. The findings reveal a clear centrality of academic uses of reading and writing over practices linked to literary competencies. Stratification by year revealed an initial balance in the first year, an academic focus in the middle term, and a final rebalancing with a return to literary and creative writing. Overall, AI emerges as a cross-cutting mediator: it clarifies, organizes, and supports textual revision, without replacing critical reading, situated interpretation, or original authorship. The study provides pedagogical insights for integrating AI into the training of future Language and Literature teachers, and it acknowledges both its potential and limitations in the development of communicative competence.

Keywords:
Artificial intelligence; reading; writing; literature; teacher education