Mexico

The paper focuses on investigating vocabulary usage for AI and human-generated text. We define vocabulary usage in two ways: structural differences and keyword differences. Structural differences are evaluated by converting text into Vocabulary-Managment Profiles, initially used for discourse analysis. Through VMPs, we can treat the text data as a time series, allowing an evaluation by implementing Dynamic time-warping distance measures and subsequently deriving similarity scores to provide an indication of whether the structural dynamics in AI texts resemble human texts. To analyze keywords, we use a measure that emphasizes frequency and dispersion to source &#39;key&#39; keywords. A qualitative approach is then applied, noting thematic differences between human and AI writing.

NAACL 2024

Evaluating Vocabulary Usage in LLMs

vocabulary usage

vocabulary management profiles

llms

keywords

### Welcome to The 63rd Annual Meeting of the Association for Computational Linguistics (ACL 2025)

Message from the General Chair: 
*It is my great pleasure and honor to welcome you to the 63rd Annual Meeting of the Association for Computational Linguistics (ACL 2025), held in beautiful Vienna, Austria, from July 27 to August 1, 2025. ACL2025continues our field’s tradition of excellence in scholarship, innovation, and inclusivity, and I am deeply grateful to the many volunteers who have worked tirelessly to bring this event to life.* 
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ACL 2025

Welcome to The 63rd Annual Meeting of the Association for Computational Linguistics (ACL 2025)

The paper focuses on investigating vocabulary usage for AI and human-generated text. We define vocabulary usage in two ways: structural differences and keyword differences. Structural differences are evaluated by converting text into Vocabulary-Managment Profiles, initially used for discourse analysis. Through VMPs, we can treat the text data as a time series, allowing an evaluation by implementing Dynamic time-warping distance measures and subsequently deriving similarity scores to provide an indication of whether the structural dynamics in AI texts resemble human texts. To analyze keywords, we use a measure that emphasizes frequency and dispersion to source 'key' keywords. A qualitative approach is then applied, noting thematic differences between human and AI writing.

workshop paper

## Welcome to 2024 Annual Conference of the North American Chapter of the Association for Computational Linguistics!
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The University of Texas at Austin 
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2024 Annual Conference of the North American Chapter of the Association for Computational Linguistics

Individual feedback can help students improve their essay writing skills. However, the manual effort required to provide such feedback limits individualization in practice. Automatically-generated essay feedback may serve as an alternative to guide students at their own pace, convenience, and desired frequency. Large language models (LLMs) have demonstrated strong performance in generating coherent and contextually relevant text. Yet, their ability to provide helpful essay feedback is unclear. This work explores several prompting strategies for LLM-based zero-shot and few-shot generation of essay feedback. Inspired by Chain-of-Thought prompting, we study how and to what extent automated essay scoring (AES) can benefit the quality of generated feedback. We evaluate both the AES performance that LLMs can achieve with prompting only and the helpfulness of the generated essay feedback. Our results suggest that tackling AES and feedback generation jointly improves AES performance. However, while our manual evaluation emphasizes the quality of the generated essay feedback, the impact of essay scoring on the generated feedback remains low ultimately.

Exploring LLM Prompting Strategies for Joint Essay Scoring and Feedback Generation

Teaching foreign languages and fostering language awareness in subject matter teaching requires a profound knowledge of grammar structures. Yet, while Large Language Models can act as tutors, it is unclear how effectively they can control grammar in generated text and adapt to learner needs. In this study, we investigate the ability of these models to exemplify pedagogically relevant grammar patterns, detect instances of grammar in a given text, and constrain text generation to grammar characteristic of a proficiency level. Concretely, we (1) evaluate the ability of GPT3.5 and GPT4 to generate example sentences for the standard English Grammar Profile CEFR taxonomy using few-shot in-context learning, (2) train BERT-based detectors with these generated examples of grammatical patterns, and (3) control the grammatical complexity of text generated by the open Mistral model by ranking sentence candidates with these detectors. We show that the grammar pattern instantiation quality is accurate but too homogeneous, and our classifiers successfully detect these patterns. A GPT-generated dataset of almost 1 million positive and negative examples for the English Grammar Profile is released with this work. With our method, Mistral's output significantly increases the number of characteristic grammar constructions on the desired level, outperforming GPT4. This showcases how language domain knowledge can enhance Large Language Models for specific education needs, facilitating their effective use for intelligent tutor development and AI-generated materials. 
Code, models, and data are available at https://github.com/dominikglandorf/LLM-grammar.

Towards Fine-Grained Pedagogical Control over English Grammar Complexity in Educational Text Generation

In this work, we investigate the potential of Large Language Models (LLMs) for automated short answer scoring. 
We test zero-shot and few-shot settings, and compare with fine-tuned models and a supervised upper-bound, across three diverse datasets. 
Our results, in zero-shot and few-shot settings, show that LLMs perform poorly in these settings: LLMs have difficulty with tasks that require complex reasoning or domain-specific knowledge. While the models show promise on general knowledge tasks. The fine-tuned model come close to the supervised results but are still not feasible for application, highlighting potential overfitting issues. 

Overall, our study highlights the challenges and limitations of LLMs in short answer scoring and indicates that there currently seems to be no basis for applying LLMs for short answer scoring.

LLMs in Short Answer Scoring: Limitations and Promise of Zero-Shot and Few-Shot Approaches

This study examines the effect of grammatical features in automatic essay scoring (AES). We use two kinds of grammatical features as input to an AES model: (1) grammatical items that writers used correctly in essays, and (2) the number of grammatical errors. Experimental results show that grammatical features improve the performance of AES models that predict the holistic scores of essays. Multi-task learning with the holistic and grammar scores, alongside using grammatical features, resulted in a larger improvement in model performance. We also show that a model using grammar abilities estimated using Item Response Theory (IRT) as the labels for the auxiliary task achieved comparable performance to when we used grammar scores assigned by human raters. In addition, we weight the grammatical features using IRT to consider the difficulty of grammatical items and writers' grammar abilities. We found that weighting grammatical features with the difficulty led to further improvement in performance.

Automated Essay Scoring Using Grammatical Variety and Errors with Multi-Task Learning and Item Response Theory

Knowledge tracing, the process of estimating students' mastery over concepts from their past performance and predicting future outcomes, often relies on binary pass/fail predictions. This hinders the provision of specific feedback by failing to diagnose precise errors. We present an error-tracing model for learning programming that advances traditional knowledge tracing by employing multi-label classification to forecast exact errors students may generate. Through experiments on a real student dataset, we validate our approach and compare it to two baseline knowledge-tracing methods. We demonstrate an improved ability to predict specific errors, for first attempts and for subsequent attempts at individual problems.

Error Tracing in Programming: A Path to Personalised Feedback

Automatic Readability Assessment (ARA) predicts the level of difficulty of a text, e.g. at Grade 1 to Grade 12. ARA is an ordinal classification task since the predicted levels follow an underlying order, from easy to difficult. However, most neural ARA models ignore the distance between the gold level and predicted level, treating all levels as independent labels. This paper investigates whether distance-sensitive loss functions can improve ARA performance. We evaluate a variety of loss functions on neural ARA models, and show that ordinal log-loss can produce statistically significant improvement over the standard cross-entropy loss in terms of adjacent accuracy in a majority of our datasets.

Improving Readability Assessment with Ordinal Log-Loss

This paper presents and tests AllAI, an app that utilizes state-of-the-art NLP technology to assist second language acquisition through a novel method of sentence-based spaced repetition. Diverging from current single word or fixed sentence repetition, AllAI dynamically combines words due for repetition into sentences, enabling learning words in context while scheduling them independently. This research explores various suitable NLP paradigms and finds a few-shot prompting approach and retrieval of existing sentences from a corpus to yield the best correctness and scheduling accuracy. Subsequently, it evaluates these methods on 26 learners of Danish, finding a four-fold increase in the speed at which new words are learned, compared to conventional spaced repetition. Users of the retrieval method also reported significantly higher enjoyment, hinting at a higher user engagement.

Automated Sentence Generation for a Spaced Repetition Software

The interplay of cultural and linguistic elements that characterizes metaphorical language poses a substantial challenge for both human comprehension and machine processing. This challenge goes beyond monolingual settings and becomes particularly complex in translation, even more so in automatic translation. We present VOLIMET, a corpus of 2,916 parallel sentences containing gold standard alignments of metaphorical verb-object pairs and their literal paraphrases, e.g., tackle/address question, from English to German and French. On the one hand, the parallel nature of our corpus enables us to explore monolingual patterns for metaphorical vs. literal uses in English. On the other hand, we investigate different aspects of cross-lingual translations into German and French and the extent to which metaphoricity and literalness in the source language are transferred to the target languages. Monolingually, our findings reveal clear preferences in using metaphorical or literal uses of verb-object pairs. Cross-lingually, we observe a rich variability in translations as well as different behaviors for our two target languages.

VOLIMET: A Parallel Corpus of Literal and Metaphorical Verb-Object Pairs for English–German and English–French

The task of toxicity detection is still a relevant task, especially in the context of safe and fair LMs development. Nevertheless, labeled binary toxicity classification corpora are not available for all languages, which is understandable given the resource-intensive nature of the annotation process. Ukrainian, in particular, is among the languages lacking such resources. To our knowledge, there has been no existing toxicity classification corpus in Ukrainian. In this study, we aim to fill this gap by investigating cross-lingual knowledge transfer techniques and creating labeled corpora by: (i)~translating from an English corpus, (ii)~filtering toxic samples using keywords, and (iii)~annotating with crowdsourcing. We compare LLMs prompting and other cross-lingual transfer approaches with and without fine-tuning offering insights into the most robust and efficient baselines.

Toxicity Classification in Ukrainian

With the rise of audio-based applications on the Internet, it becomes increasingly important to ensure the correct interpretation and safe transcription of speech during different events which are required to be safe for everyone. We use GPT-4 to evaluate and rewrite harmful text sequences into harmless ones using zero-shot learning. Using zero-shot learning, we show that GPT-4 can identify text with harmful language at a performance on par with previous LLM-based approaches. We also show that a recurrent paraphrasing architecture can effectively minimize toxicity and conserve semantic meaning. As a result, we introduce the Automated Generation and Omission Recurrent Architecture (AGORA) as one of the first models of its kind to work in conjunction with the new speech recognition model Whisper to provide speech-to-text transcription with built-in offensive content filtration and rephrasing.

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Exploring LLM Prompting Strategies for Joint Essay Scoring and Feedback Generation

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