This research aims to determine whether or not it is possible to use artificial intelligence (AI) in English for speakers of other languages (ESOL) courses and review previous research pertinent to artificial intelligence in EFL/ESL instruction to present a comprehensive picture of the current degree of artificial intelligence in EFL/ESL instruction. Utilization of intelligent teaching systems, self-regulated learning, virtual reality, immersive virtual environment, and natural language processing in teaching English as a foreign language classroom. The study adopted the questionnaire as a tool for data collection then data was analyzed and discussed to reach the results. The results showed that the ethical responsibility for making the most effective use of AI in the classroom now falls on both educators and students themselves. The article also concludes that artificial intelligence (AI) positively impacts the field of English language teaching (ELT) and learning; however, it needs to be better integrated into educational settings. Teachers and students need to be more aware of the new applications and tools that have flooded the field of AI in recent years. This conclusion was reached in the context of the article.

Today, automatic emotion recognition in speech is one of the most important areas of research in signal processing. Identifying emotional content in Arabic speech is regarded as a very challenging and intricate task due to several obstacles, such as the wide range of cultures and dialects, the influence of cultural factors on emotional expression, and the scarcity of available datasets. This study used a variety of artificial intelligence models, including Xgboost, Adaboost, KNN, DT, and SOM, and a deep-learning model named SERDNN. ANAD was employed as a training dataset, which contains three emotions, "angry", "happy", and "surprised", with 844 features. This study aimed to present a more efficient and accurate technique for recognizing emotions in Arabic speech. Precision, accuracy, recall, and F1-score metrics were utilized to evaluate the effectiveness of the proposed techniques. The results showed that the Xgboost, SOM, and KNN classifiers achieved superior performance in recognizing emotions in Arabic speech. The SERDNN deep learning model outperformed the other techniques, achieving the highest accuracy of 97.40% with a loss rate of 0.1457. Therefore, it can be relied upon and deployed to recognize emotions in Arabic speech.

Fake accounts on online social networks are increasing today with an increase in the number of active social network users. Social media websites allow users to share thoughts, facts, views and re-sharing these into various networks. Social media platforms provide users with enormous valuable information but with this great amount of information in social media, many issues like fake profile, online hacking have also grown. The fake profiles in online social sites create fake news and share unwanted material which contains spam links that affect natural users. The massive issue in social media communication networks is spam and it is necessary to identify fake profiles to stop spam. In this paper, a supervised machine learning algorithm called support vector machine (SVM) is used to identify fake accounts on social media effectively. In order to automatically identify fake online profiles, Random Forest classifier is used with SVM. With this concept, it can be applied online easily to identify millions of accounts that cannot be examined manually. The result of this model is compared with other identification techniques and the results show that the proposed algorithm performs better with high precision and recall. This method efficiently safeguards social media networks from online threats and attacks.

In recent years, significant developments have occurred in AI-based chatbots that have been effectively deployed in the educational field. However, given the novelty of this technology, descriptive analyses remain scarce. Although many review studies have focused on the effectiveness of chatbots, they generally present broad results, and only a few have addressed the impact of this technology on learning outcomes. The present study examines the educational implications of AI chatbots on various learning outcomes through a post hoc analysis conducted in accordance with PRISMA principles. It aims to aggregate and analyze findings from studies that examined the use of chatbots and their impact on specific learning outcomes. A total of 26 studies were selected from a pool of 6,721 published between 2021 and 2024 and indexed in the Scopus and Web of Science databases. Data analysis was conducted using the Newcastle-Ottawa Scale (NOS) for Education. The results revealed that AI-chatbot technology has a positive influence on several learning outcomes, including academic achievement, motivation, self-assessment, engagement in learning, self-efficacy, and language learning, among others. The studies also detailed the methodologies and tools employed in these investigations. The study also offers insights into how intelligent chatbots can be leveraged to enhance various learning outcomes.

In recent years, the city of Kassala has suffered from frequent flooding disasters in the Gash River, which is the city's lifeblood. But the problem of frequent flooding of the river has made it a life-threatening nightmare. The importance of research lies in the fact that it is one of the few attempts to discuss and study the causes and effects of the Gash River floods. It aims to identify the factors affecting river floods. It proposes an algorithm to simulate flooding by randomly generating different factors that effectively affect river flooding. The descriptive analytical approach, the analytical, inductive approach, and the analytical deductive approach to desk research were used, taking advantage of the primary statistical method in its observation and evaluation, which relies on primary and secondary information to help make scientific, practical, and objective. The research came out with significant results related to the problems that threaten the town of Kassala from the frequent floods of the Gash River. The study's results proved that there is a deviation and discrepancy between the floods rate during the year, which gives a negative indication, and that deposited quantities vary in different proportions from one period to another, which causes a significant threat in the future. The research suggests other solutions that help reduce the problems and their effects. In addition to the above, the study proposes various recommendations that will be the basis for future studies to reach the required solutions and goals.