This study examines the attitudes of Grade 10 English as a Foreign Language (EFL) students toward integrating artificial intelligence (AI) into language learning, utilizing Shakespearean literature as the pedagogical framework. Conducted at an international high school in Ho Chi Minh City, Vietnam, the research addresses the linguistic challenges that students face when studying Shakespeare's A Midsummer Night’s Dream. By incorporating AI-powered tools, the study aims to enhance understanding of Shakespearean English and improve students' engagement and achievement in literature studies. Initial surveys indicated positive attitudes toward AI integration, highlighting potential benefits and concerns. Following a five-week AI-integrated instructional period, post-treatment surveys showed sustained positive attitudes, improved vocabulary retention, and better comprehension of Shakespearean texts. However, there were increased concerns about technology dependence and the complexity of AI content. Comparative analysis revealed that while interest in AI tools decreased, understanding and awareness of AI's benefits and challenges increased. Factors influencing attitude changes included pedagogical approaches, student engagement, perceived practical benefits, teacher support, and prior experience with technology. These findings provide valuable insights for educational practitioners and policymakers on effectively implementing AI-driven pedagogies in EFL settings.