This article discusses how far interacting with the artificial intelligence tool «ChatGPT» can equip learners with a constructive approach to literature. In theoretical terms, we can assume that artificial intelligence can work together to connect instructional exchange shaped by expert input and highly individualised and student-centred oral forms. Partial findings from a qualitative reception study in which upper-secondary students interacted with a chatbot on the subject of Franz Kafka’s «Before the Law» can offer some initial empirical conclusions.
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