In recent years, the rapid advancement of digital technology has presented new opportunities for the development of rural education through digital transformation. The emergence of generative artificial intelligence (AIGC) has garnered significant attention, leading to an increased interest in its application within educational contexts. This study employs the Flanders Interaction Analysis System (FIAS) to investigate the feasibility of integrating AIGC into English classrooms in rural areas, focusing specifically on classroom interaction dynamics. The findings indicate that AIGC technology can enhance students’ willingness to express themselves and participate, and mitigate the traditional teacher-student imbalance prevalent in conventional teaching methods. Furthermore, AIGC serves as a supplementary tool that bolsters the stability and adaptability of classroom interactions, although it still maintains a degree of detachment from the students. Future research should aim to extend the duration of practical applications, foster greater student agency, and explore additional modalities for AIGC integration in the classroom to achieve more comprehensive educational outcomes.