arXiv:2606. 06546v1 Announce Type: new Abstract: Evaluating large language models (LLMs) for education requires measuring how models teach, not only what they know.
By Tao Liu, Ye Lu, Ruohua Zhang, Siyu Song, Wentao Liu, Aimin Zhou, Hao Hao
arXiv:2509.05346v3 Announce Type: replace
Abstract: While large language models (LLMs) are increasingly being adopted to support personalized learning, there remains limited understanding of how thei...
By Bo Yuan, Jiazi Hu
The paper introduces a de‑identified corpus of 33 in‑person cognitive assessment conversations, comprising 8,250 utterances annotated for three speaker roles and 56 dialogue acts. The authors benchmark large language models on fine‑grained dialogue‑act classification and next‑patient‑utterance generation, finding that instruction tuning and reasoning‑aware fine‑tuning improve performance but that models still struggle with closely related dialogue acts. The corpus and benchmark are presented as tools to measure interaction structure in cognitive assessments and to support future research on conversational markers, clinician education, and validated simulated patients.
By Vishalakshi Arumugam, Dan Schumacher, Veronica Rammouz, Erfan Nourbakhsh, Enrique Gonzalez Guerrero, Jeremy Davis, Anthony Rios
arXiv:2608. 03952v1 Announce Type: new Abstract: Large language models (LLMs) are increasingly used to provide conversational practice for English-as-a-second-language (ESL) learners.
By Dongjie Yang, Siyan Lin, Leixian Shen, Rui Sheng, Huamin Qu, Zixin Chen
arXiv:2604. 22770v2 Announce Type: replace-cross Abstract: Most digital language learning curricula rely on discrete-item quizzes that test recall rather than applied conversational proficiency.
By Nicy Scaria, Silvester John Joseph Kennedy, Deepak Subramani
The paper evaluates Large Language Models for automatically analyzing responses in digital teacher simulations. Experiments compare DeBERTaV3 and Llama 3 across zero‑shot, few‑shot, and fine‑tuning settings, revealing that performance varies by characteristic and that Llama 3 consistently outperforms DeBERTaV3, especially when new characteristics must be identified. The findings suggest Llama 3 is preferable for dynamic simulation environments where teacher educators introduce new evaluation criteria.
By David de-Fitero-Dominguez, Mariano Albaladejo-Gonz\'alez, Antonio Garcia-Cabot, Eva Garcia-Lopez, Antonio Moreno-Cediel, Erin Barno, Justin Reich