We present a platform for the generation of educational activities oriented to teaching English as a foreign language. The different activities -- games and language practice exercises -- are strongly based on Natural Language Processing techniques. The platform offers the possibility of playing out-of-the-box games, generated from resources created semi-automatically and then manually curated. It can also generate games or exercises of greater complexity from texts entered by teachers, providing a stage of review and edition of the generated content before use. As a way of expanding the variety of activities in the platform, we are currently experimenting with image and text generation. In order to integrate them and improve the performance of other neural tools already integrated, we are working on migrating the platform to a more powerful server. In this paper we describe the development of our platform and its deployment for end users, discussing the challenges faced and how we overcame them, and also detail our future work plans.

The calibration of the EFL teaching and learning approaches with Artificial Intelligence can potentially facilitate a smart transformation, fostering a personalized and engaging experience in teaching and learning among the stakeholders. The paper focuses on developing an EFL Big Data Ecosystem that is based on Big Data, Analytics, Machine Learning and cluster domain of EFL teaching and learning contents. The framework has been developed on the basis of the theory that machine learning algorithms, when exposed to structured or semistructure data stored in the cluster domains of EFL Big Data ecosystem, can cull out the patterns, similarities, and differences existing in the contents of the domains. Later these machine learning algorithms can apply these already identified patterns to perform new tasks on open Big Data platform and identify similar contents to be stored in the respective cluster domain of EFL Bigdata Ecosystem without being supervised. Accordingly, the paper uses two membranes to construe its framework, namely (i) Open Big Data Membrane that stores random data collected from various source domains and (ii) Machine Learning Membrane that stores specially prepared structured and semi-structured data. Theoretically, the structured and semi structured data are to be prepared skill-wise, attribute-wise, method-wise, and preference-wise to accommodate the personalized preferences and diverse teaching and learning needs of different individuals. Within the machine learning membrane, the paper includes a number of stages such as knowledge building, development of cluster domain of the EFL contents, integration of skill-wise cluster domain with the CEFR attribute-wise teaching and learning approaches, machine learning of the personalized preferences, resonating, machine learning of the cluster domain for proximity development and sustainable operation. The ultimate goal is to optimize the learning experience by leveraging machine learning to create tailored content that aligns with the diverse teaching and learning needs of the EFL communities. Developing a prototype following the framework exerts the potentials to provide an'alternative to methods', transforming the process of learning into a process of acquisition.

This paper presents the development of an AI-based language learning platform Revita. It is a freely available intelligent online tutor, developed to support learners of multiple languages, from low-intermediate to advanced levels. It has been in pilot use by hundreds of students at several universities, whose feedback and needs are shaping the development. One of the main emerging features of Revita is the introduction of a system of linguistic constructs as the representation of domain knowledge. The system of constructs is developed in close collaboration with experts in language teaching. Constructs define the types of exercises, the content of the feedback, and enable the detailed modeling and evaluation of learning progress.

Spurred on, no doubt, by the current spate of books and articles about AIED (artificial intelligence in education), the IATEFL Learning Technologies SIG is organising an online event on the topic in November of this year. Currently, the most visible online references to AI in language learning are related to Glossika, basically a language learning system that uses spaced repetition, whose marketing department has realised that references to AI might help sell the product. They're not alone – see, for example, Knowble which I reviewed earlier this year . In the wider world of education, where AI has made greater inroads than in language teaching, every day brings more stuff: How artificial intelligence is changing teaching, 32 Ways AI is Improving Education, How artificial intelligence could help teachers do a better job, etc., etc. Common to all these publications is the claim that AI will radically change education. When it comes to language teaching, a similar claim has been made by Donald Clark (described by Anthony Seldon as an education guru but perhaps best-known to many in ELT for his demolition of Sugata Mitra).

Here's a conversation I had recently with Cleverbot. What are your views on the future of chatbots in language learning? User: What are your views on the future of chatbots in language learning? User: Do you think there is a future for chatbots in language education? Cleverbot: Sure, if you are talking about the moon. I also tried to have a conversation with Alice, the avatar from EFL Classroom Bot, listed by Larry Ferlazzo as one of'the best online chatbots for practicing English'.

This article introduces the benefits of using computer as a tool for foreign language teaching and learning. It describes the effect of using Natural Language Processing (NLP) tools for learning Arabic. The technique explored in this particular case is the employment of pedagogically indexed corpora. This text-based method provides the teacher the advantage of building activities based on texts adapted to a particular pedagogical situation. This paper also presents ARAC: a Platform dedicated to language educators allowing them to create activities within their own pedagogical area of interest.