This study examined the attitudes of Grade 10 EFL students toward integrating artificial intelligence (AI) tools into literature learning, using A Midsummer Night's Dream as the instructional context. Conducted at an international high school in Ho Chi Minh City, Vietnam, the research employed a mixed-methods design incorporating pre- and post-surveys over a five- week AI-integrated instructional period. Grounded in the Technology Acceptance Model (TAM) and the Diffusion of Innovation theory (DOI), the study explored how AI-supported instruction influences students' perceptions of usefulness, ease of use, and innovation attributes. Findings revealed that students generally held positive attitudes toward AI-assisted learning, recognizing its value in enhancing vocabulary retention, comprehension, and engagement with Shakespearean texts. However, students also reported concerns about overreliance on technology and the complexity of AI-generated content, reflecting ongoing negotiation between enthusiasm and critical awareness. Comparative results indicated that while initial excitement diminished slightly, students developed a more balanced and evaluative understanding of AI's educational role. Key factors shaping these attitudes included pedagogical design, teacher guidance, and prior experience with technology. Overall, the study suggests that AI can effectively support literature instruction when integrated as a pedagogical partner rather than a substitute for traditional teaching. The findings provide practical implications for educators and policymakers seeking to promote ethical, informed, and sustainable adoption of AI in EFL contexts.