Five members of the Japan Foundation's Nihongo Partners program (front) gather at the Japanese Embassy in New Delhi on Monday. NEW DELHI - Five people dispatched from Japan to assist in Japanese language education in India gathered in New Delhi on Monday for a six-month program aimed at enhancing cultural exchanges between the two countries. Under the Nihongo Partners program run by the Japan Foundation, the five will assist Japanese language teachers and introduce Japanese culture at secondary schools in the Delhi area over six months. It is the first time that Nihongo Partners are dispatched to a South Asian country, as the program has previously focused on Southeast Asia. The Japan Foundation plans to carry out a similar dispatch to India continuously over a decade starting this year, as part of an agreement reached at a summit of Japanese and Indian leaders last month to increase personnel exchanges between the two countries.

Purpose: The rapid emergence of large language models (LLMs) such as ChatGPT has significantly impacted foreign language education, yet their pedagogical grammar competence remains under-assessed. This paper introduces CPG-EVAL, the first dedicated benchmark specifically designed to evaluate LLMs' knowledge of pedagogical grammar within the context of foreign language instruction. Methodology: The benchmark comprises five tasks designed to assess grammar recognition, fine-grained grammatical distinction, categorical discrimination, and resistance to linguistic interference. Findings: Smaller-scale models can succeed in single language instance tasks, but struggle with multiple instance tasks and interference from confusing instances. Larger-scale models show better resistance to interference but still have significant room for accuracy improvement. The evaluation indicates the need for better instructional alignment and more rigorous benchmarks, to effectively guide the deployment of LLMs in educational contexts. Value: This study offers the first specialized, theory-driven, multi-tiered benchmark framework for systematically evaluating LLMs' pedagogical grammar competence in Chinese language teaching contexts. CPG-EVAL not only provides empirical insights for educators, policymakers, and model developers to better gauge AI's current abilities in educational settings, but also lays the groundwork for future research on improving model alignment, enhancing educational suitability, and ensuring informed decision-making concerning LLM integration in foreign language instruction.

Artificial Intelligence (AI) writers have emerged as a signi ficant force in the realm of content creation. These advanced tools leverage natural language processing techniques to g enerate coherent and logical texts, applicable across vari ous domains such as journalism, advertising, and educational m aterials. This document delves into the capabilities, applications, and implications of AI writers, examining thei r technological underpinnings, market influence, strength s, limitations, future trajectories, and ethical considerat ions. In the rapidly evolving landscape of artificial intelligenc e technologies today, AI models are increasingly being appl ied across various domains, with literary creation being no exc eption.

Over the last two decades, technology use in language learning and teaching has significantly advanced and is now referred to as Computer-Assisted Language Learning (CALL). Recently, the integration of Artificial Intelligence (AI) into CALL has brought about a significant shift in the traditional approach to language education both inside and outside the classroom. In line with this book's scope, I explore the advantages and disadvantages of AI-mediated communication in language education. I begin with a brief review of AI in education. I then introduce the ICALL and give a critical appraisal of the potential of AI-powered automatic speech recognition (ASR), Machine Translation (MT), Intelligent Tutoring Systems (ITSs), AI-powered chatbots, and Extended Reality (XR). In conclusion, I argue that it is crucial for language teachers to engage in CALL teacher education and professional development to keep up with the ever-evolving technology landscape and improve their teaching effectiveness.

In this paper, we propose Tutoring bot, a generative chatbot trained on a large scale of tutor-student conversations for English-language learning. To mimic a human tutor's behavior in language education, the tutor bot leverages diverse educational instructions and grounds to each instruction as additional input context for the tutor response generation. As a single instruction generally involves multiple dialogue turns to give the student sufficient speaking practice, the tutor bot is required to monitor and capture when the current instruction should be kept or switched to the next instruction. For that, the tutor bot is learned to not only generate responses but also infer its teaching action and progress on the current conversation simultaneously by a multi-task learning scheme. Our Tutoring bot is deployed under a non-commercial use license at https://tutoringai.com.

Sorry for the long email first, but I have been paying attention to ChatGPT since last December. It can generate near-perfect Chinese based on the questions that users ask, including literature reviews, movie critiques, student essays, recommendation letters, etc. "The foreign policy of the Chinese government is aimed at safeguarding national security, development interests and international status, while advocating peace, development, cooperation and justice. China has always advocated multilateralism and promoted international relations based on the principles of equality and mutual respect. At the same time, China is also actively participating in global governance and playing an active role in international affairs." How to use Zhao Lijian's method to answer Sino-US relations?