Abstract
The article examines the integration of artificial intelligence (AI) in education, specifically in teaching dramatic reading. As AI-driven tools become increasingly prevalent, understanding their impact on pedagogy is essential. This study explores how AI influences learning outcomes, creativity, and the role of educators. The study aims to determine whether AI can replace human teachers in dramatic reading, assess its effects on learning efficiency, and evaluate its role in fostering or diminishing creativity. Additionally, it seeks to capture student perceptions of AI in education and emphasize the necessity of a balanced approach to AI integration. The study employs an empirical research design, surveying 51 undergraduate students specializing in foreign language (two foreign languages). Using a five-point Likert scale, participants provided insights into their attitudes toward AI’s role in dramatic reading. Findings reveal that 51% of respondents do not believe AI can fully replace teachers, while 82% acknowledge its potential to enhance learning efficiency. Additionally, 41.2% feel AI reduces creativity, whereas 39.2% believe it can contribute to creative development. This research provides valuable contributions to the field of AI in education by offering empirical insights into its adoption. It highlights the importance of strategic AI implementation, ensuring that AI serves as a supportive tool rather than a substitute for human instruction. The findings serve as a guide for educators and policymakers in designing AI-assisted teaching strategies that balance technological advancements with creativity and critical thinking in education.