Search

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]

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]

Artificial intelligence (AI) poses new challenges and opportunities for hospitality and tourism (H&T) education. This study explores how ChatGPT, a chatbot powered by a generative pre-trained transformer model, can affect H&T curriculum design and delivery. Using secondary data from academic articles, news reports, and official documents, the paper applies curriculum theory and stakeholder theory to examine the competencies, expectations, and interests of H&T students, educators, and industry practitioners regarding ChatGPT. This study reveals that ChatGPT can enhance learning outcomes and experiences, improve educational equity and efficiency, and raise ethical, technical, and pedagogical issues for H&T education. This research note also offers insights and recommendations for H&T educators to integrate ChatGPT into their teaching practices and prepare students for research work and careers that incorporate generative AI. Moreover, the study contributes to the literature on H&T education by examining the role and impact of ChatGPT as an innovative and emerging technology. [ABSTRACT FROM AUTHOR]