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This discussion article examines the potential integration of Generative Artificial Intelligence (Gen-AI), including advanced Large-Language Models like the popular platform ChatGPT into subject English education. Following the significant public and academic attention in response to these technologies through 2023, this paper considers the transformative potential and challenges posed by Gen-AI in educational settings. Central to the discussion is the exploration of how English teachers can leverage Gen-AI to enrich student learning beyond the obvious domain of writing skills. Instead, the article foregrounds the necessity for students' understanding of Gen-AI as an essential component of digital literacy. While acknowledging ethical concerns such as plagiarism, equity, and access, the paper presents an argument for the productive use of Gen-AI in the classroom to augment reading, viewing, and interpretation lessons. Avoiding an evangelical or dystopian view of AI, this discussion piece explores the time-critical and urgent issue of how, when, and why English can engage with the technology. [ABSTRACT FROM AUTHOR]

There is considerable uncertainty about the role that Artificial Intelligence (AI) might play in Environmental Impact Assessment (EIA), including into research. AI large language model (LLM) chatbots have the potential to increase the efficiency of EIA research, but their outputs can create concerns. This paper investigates the potential time savings achievable using LLM chatbots to undertake a critical review of literature focussing on the use of AI in EIA. Using a combination of ChatGPT and Elicit, literature was reviewed to identify 12 key issues associated with the use of AI in EIA and this paper was prepared in three and a half days from initial conception. A protocol is developed to assist researchers in fact checking evidence delivered through Elicit (or other machine learning tools) which serves as a novel outcome of this research. Using comments from three peer reviewers allowed some more objective reflection on the credibility of the LLM chatbot-derived output, on the appropriateness of the time savings, and on the future research needed on the application of LLM chatbots in this context. [ABSTRACT FROM AUTHOR]

The recent popularity of ChatGPT and artificial intelligence chatbots presents both challenges and opportunities for incorporating this modern technology in the classroom. This paper introduces an activity that uses ChatGPT to help students practice their role playing sales skills. The benefits of using this AI chatbot for role play training include allowing students to practice when it's convenient and have the ability to react to a chatbot taking on personas of different buyer types. Survey results demonstrate the effectiveness of this training method for both role play training and general familiarity with ChatGPT. [ABSTRACT FROM AUTHOR]

In today's time, the research mainly focuses on designing a Chat-bot which responds to a user's query in the most efficient manner. However, state-of-the-art works on chat-bot design are unable to emotionally connect with the user and follow-up to a conversation. In this paper, a socially and emotionally active intelligent assistant, AMIBO is proposed. It detects and recognizes the face, perceives emotion via speech and vision capabilities, provides empathetic and intelligent responses. In order to enhance the experience of AMIBO, navigation and information delivery system have been integrated in the bot. The analysis of the feature vector (on 450 subjects) is done for all the initially taken 75 distances and 15 angles reduced to 26 distances and 11 angles feature vector. An encouraging accuracy of 99% was achieved on CK+ dataset and 97% on KDEF dataset. [ABSTRACT FROM AUTHOR]