By upgrading an existing deep learning model with the knowledge provided by one of the oldest sets of grayscale satellite imagery, known as CORONA, we improved the AI model's attitude towards the automatic identification of archaeological sites in an envir onment which has been completely transformed in the last five decades, including the complete destruction of many of those same sites. The initial Bing - based convolutional network model was re - trained using CORONA satellite imagery for the district of Abu Ghraib, west of Baghdad, central Mesopotamian floodplain. The results were twofold and surprising. First, the detection precision obtained on the area of interest increased sensibly: in particular, the Intersection - over - Union (IoU) values, at the image segmentation level, surpassed 85%, while the general accuracy in detecting archeological sites reached 90%. Second, our re - trained model allowed the identification of four new sites of archaeological interest (confirmed through field verification), previously not identified by archaeologists with traditional techniques. This has confirmed the efficacy of using AI techniques and the CORONA imagery from the 1960s to discover archaeological sites currently no longer visible, a concrete breakthrough with significant consequences for the study of landscapes with vanishing archaeological evidence induced by anthropization.

The rapid advancement of Generative Artificial Intelligence (GenAI) presents both opportunities and challenges for English for Academic Purposes (EAP) instruction. This paper proposes an adaptation of the AI Assessment Scale (AIAS) specifically tailored for EAP contexts, termed the EAP-AIAS. This framework aims to provide a structured approach for integrating GenAI tools into EAP assessment practices while maintaining academic integrity and supporting language development. The EAP-AIAS consists of five levels, ranging from "No AI" to "Full AI", each delineating appropriate GenAI usage in EAP tasks. We discuss the rationale behind this adaptation, considering the unique needs of language learners and the dual focus of EAP on language proficiency and academic acculturation. This paper explores potential applications of the EAP-AIAS across various EAP assessment types, including writing tasks, presentations, and research projects. By offering a flexible framework, the EAP-AIAS seeks to empower EAP practitioners seeking to deal with the complexities of GenAI integration in education and prepare students for an AI-enhanced academic and professional future. This adaptation represents a step towards addressing the pressing need for ethical and pedagogically sound AI integration in language education.

Responding to the increasing need for automated writing evaluation (AWE) systems to assess language use beyond lexis and grammar (Burstein et al., 2016), we introduce a new approach to identify rhetorical features of stance in academic English writing. Drawing on the discourse-analytic framework of engagement in the Appraisal analysis (Martin & White, 2005), we manually annotated 4,688 sentences (126,411 tokens) for eight rhetorical stance categories (e.g., PROCLAIM, ATTRIBUTION) and additional discourse elements. We then report an experiment to train machine learning models to identify and categorize the spans of these stance expressions. The best-performing model (RoBERTa + LSTM) achieved macro-averaged F1 of .7208 in the span identification of stance-taking expressions, slightly outperforming the intercoder reliability estimates before adjudication (F1 = .6629).