The study examines whether domain‑adaptive continued pretraining (DAPT) on a learner‑writing corpus (EFCAMDAT) can enhance transformer‑based automated essay scoring (AES) for English proficiency tests. Researchers applied DAPT to BERT, RoBERTa, and DistilBERT and compared the adapted models with their original checkpoints on the FCE and IELTS datasets, evaluating both in‑domain scoring and few‑shot cross‑dataset transfer. Results show that full‑corpus DAPT yields mixed effects, while proficiency‑specific DAPT often outperforms full‑corpus DAPT and sometimes even the non‑adapted baseline, though benefits vary by proficiency composition and encoder architecture and do not consistently transfer across tests.
arXiv:2606. 10327v1 Announce Type: cross Abstract: Automated Essay Scoring (AES) systems must judge interdependent discourse elements (e.
arXiv:2602. 01747v2 Announce Type: replace-cross Abstract: Automated Essay Scoring (AES) plays a crucial role in education by providing scalable and efficient assessment tools.
arXiv:2606. 20152v1 Announce Type: cross Abstract: Recent advances in Large Language Models (LLMs) have substantially transformed Automated Essay Scoring (AES), yet the internal mechanisms underlying LLM-based scoring remain poorly understood.
arXiv:2608. 20281v1 Announce Type: cross Abstract: Large language models often fail to answer questions about a bounded document collection when the source documents are not retrieved at inference time.
arXiv:2608. 03803v1 Announce Type: cross Abstract: Multilingual language models are deployed across a hundred or more languages, yet most benchmarks test whether a model can perform a task _in_ a language rather than whether it commands the language itself, conflating fluency with proficiency.
LuxIT is a monolingual instruction‑tuning dataset for Luxembourgish, created by synthesizing instruction‑answer pairs from native texts using the DeepSeek‑R1‑0528 model and a quality‑assurance LLM‑as‑judge process. The resulting 227,507 high‑quality pairs were used to fine‑tune 14 LLMs (≤15 B parameters), yielding an average accuracy increase of +5.37 percentage points on standardized Luxembourgish proficiency exams and improvements in macro‑averaged F1 on nine of the fourteen downstream NLP tasks. These findings demonstrate that synthetic monolingual data can effectively enhance LLM performance in low‑resource languages and reveal the complex relationship between exam performance and practical NLP gains.
The study evaluates how different input representations—orthographic text, IPA transcription, and romanization—affect cross‑lingual transfer in autoregressive multilingual language models. Across three model sizes and eight languages grouped into typologically motivated pairs, romanized pretraining consistently outperforms native orthography and IPA, especially as model scale increases. Fine‑tuning a text‑pretrained model on romanized data can harm performance on languages already covered by the base model, suggesting romanization should be integrated at pretraining rather than applied later.
arXiv:2609.14571v1 Announce Type: new Abstract: This study highlights the role of domain-specific pretraining profile (DSPP) in Transformer performance for modeling digital pragmatics in Arabic-Engli...
The study compares four approaches for Chinese sentence-level metaphor identification: BERT fine‑tuning, QLoRA-based large language model fine‑tuning, zero‑shot LLM prompting, and zero‑shot prompting with an expert‑informed procedural Skill. Results show that fine‑tuning yields the highest accuracy on the native test set, while the Skill‑based zero‑shot method provides the most stable performance across three datasets, achieving the highest external floor and the smallest performance range. Adding the Skill reduces false positives on one dataset but increases false negatives on others, indicating a trade‑off between precision and recall.
The paper "Limits of LLM Text Detectors in Education" argues that existing LLM‑generated text detectors assume a binary human/LLM distinction, which fails to capture realistic student‑AI collaboration. It introduces a contribution‑aware evaluation framework with eight student contribution levels and presents GEDE, a benchmark of over 900 human‑written and 12,500 generated essays across 886 tasks. Using GEDE, the authors evaluate four detection methods and find that most detectors perform poorly on intermediate contribution levels, especially LLM‑assisted revisions, raising concerns about false accusations.
arXiv:2608. 06300v1 Announce Type: new Abstract: Automatic speaking assessment systems are increasingly deployed in high-stakes settings to mark second language (L2) learners' speaking tests, making it critical to show that their scores depend on speaking proficiency rather than irrelevant speaker attributes such as first language (L1) or age.
The paper introduces a human‑in‑the‑loop framework for AI‑assisted scoring of short written responses in a large‑scale national assessment. Using data from two recent test editions with about 5,000 student responses each, the authors validate that AI‑generated scores align moderately to highly with human raters across multiple rubric dimensions. The framework includes a correction workflow that flags cases needing human review, thereby reducing manual workload while maintaining assessment quality.