ymoslem/acl-abstracts huggingface dataset:
Second Language Acquisition Modeling: An Ensemble Approach (2018)

Accurate prediction of students' knowledge is a fundamental building block of personalized learning systems. Here, we propose an ensemble model to predict student knowledge gaps. Applying our approach to student trace data from the online educational platform Duolingo we achieved highest score on all three datasets in the 2018 Shared Task on Second Language Acquisition Modeling. We describe our model and discuss relevance of the task compared to how it would be setup in a production environment for personalized education.
Modeling Second-Language Learning from a Psychological Perspective (2018)

Psychological research on learning and memory has tended to emphasize small-scale laboratory studies. However, large datasets of people using educational software provide opportunities to explore these issues from a new perspective. In this paper we describe our approach to the Duolingo Second Language Acquisition Modeling (SLAM) competition which was run in early 2018. We used a well-known class of algorithms (gradient boosted decision trees), with features partially informed by theories from the psychological literature. After detailing our modeling approach and a number of supplementary simulations, we reflect on the degree to which psychological theory aided the model, and the potential for cognitive science and predictive modeling competitions to gain from each other.
A Memory-Sensitive Classification Model of Errors in Early Second Language Learning (2018)

In this paper, we explore a variety of linguistic and cognitive features to better understand second language acquisition in early users of the language learning app Duolingo. With these features, we trained a random forest classifier to predict errors in early learners of French, Spanish, and English. Of particular note was our finding that mean and variance in error for each user and token can be a memory efficient replacement for their respective dummy-encoded categorical variables. At test, these models improved over the baseline model with AUROC values of 0.803 for English, 0.823 for French, and 0.829 for Spanish.
Annotation and Classification of Sentence-level Revision Improvement (2018)

Studies of writing revisions rarely focus on revision quality. To address this issue, we introduce a corpus of between-draft revisions of student argumentative essays, annotated as to whether each revision improves essay quality. We demonstrate a potential usage of our annotations by developing a machine learning model to predict revision improvement. With the goal of expanding training data, we also extract revisions from a dataset edited by expert proofreaders. Our results indicate that blending expert and non-expert revisions increases model performance, with expert data particularly important for predicting low-quality revisions.
Language Model Based Grammatical Error Correction without Annotated Training Data (2018)

Since the end of the CoNLL-2014 shared task on grammatical error correction (GEC), research into language model (LM) based approaches to GEC has largely stagnated. In this paper, we re-examine LMs in GEC and show that it is entirely possible to build a simple system that not only requires minimal annotated data ({\ensuremath{\sim}}1000 sentences), but is also fairly competitive with several state-of-the-art systems. This approach should be of particular interest for languages where very little annotated training data exists, although we also hope to use it as a baseline to motivate future research.
A Semantic Role-based Approach to Open-Domain Automatic Question Generation (2018)

We present a novel rule-based system for automatic generation of factual questions from sentences, using semantic role labeling (SRL) as the main form of text analysis. The system is capable of generating both wh-questions and yes/no questions from the same semantic analysis. We present an extensive evaluation of the system and compare it to a recent neural network architecture for question generation. The SRL-based system outperforms the neural system in both average quality and variety of generated questions.
Automated Content Analysis: A Case Study of Computer Science Student Summaries (2018)

Technology is transforming Higher Education learning and teaching. This paper reports on a project to examine how and why automated content analysis could be used to assess precis writing by university students. We examine the case of one hundred and twenty-two summaries written by computer science freshmen. The texts, which had been hand scored using a teacher-designed rubric, were autoscored using the Natural Language Processing software, PyrEval. Pearson`s correlation coefficient and Spearman rank correlation were used to analyze the relationship between the teacher score and the PyrEval score for each summary. Three content models automatically constructed by PyrEval from different sets of human reference summaries led to consistent correlations, showing that the approach is reliable. Also observed was that, in cases where the focus of student assessment centers on formative feedback, categorizing the PyrEval scores by examining the average and standard deviations could lead to novel interpretations of their relationships. It is suggested that this project has implications for the ways in which automated content analysis could be used to help university students improve their summarization skills.
Toward Data-Driven Tutorial Question Answering with Deep Learning Conversational Models (2018)

There has been an increase in popularity of data-driven question answering systems given their recent success. This pa-per explores the possibility of building a tutorial question answering system for Java programming from data sampled from a community-based question answering forum. This paper reports on the creation of a dataset that could support building such a tutorial question answering system and discusses the methodology to create the 106,386 question strong dataset. We investigate how retrieval-based and generative models perform on the given dataset. The work also investigates the usefulness of using hybrid approaches such as combining retrieval-based and generative models. The results indicate that building data-driven tutorial systems using community-based question answering forums holds significant promise.
Distractor Generation for Multiple Choice Questions Using Learning to Rank (2018)

We investigate how machine learning models, specifically ranking models, can be used to select useful distractors for multiple choice questions. Our proposed models can learn to select distractors that resemble those in actual exam questions, which is different from most existing unsupervised ontology-based and similarity-based methods. We empirically study feature-based and neural net (NN) based ranking models with experiments on the recently released SciQ dataset and our MCQL dataset. Experimental results show that feature-based ensemble learning methods (random forest and LambdaMART) outperform both the NN-based method and unsupervised baselines. These two datasets can also be used as benchmarks for distractor generation.
A Portuguese Native Language Identification Dataset (2018)

In this paper we present NLI-PT, the first Portuguese dataset compiled for Native Language Identification (NLI), the task of identifying an author`s first language based on their second language writing. The dataset includes 1,868 student essays written by learners of European Portuguese, native speakers of the following L1s: Chinese, English, Spanish, German, Russian, French, Japanese, Italian, Dutch, Tetum, Arabic, Polish, Korean, Romanian, and Swedish. NLI-PT includes the original student text and four different types of annotation: POS, fine-grained POS, constituency parses, and dependency parses. NLI-PT can be used not only in NLI but also in research on several topics in the field of Second Language Acquisition and educational NLP. We discuss possible applications of this dataset and present the results obtained for the first lexical baseline system for Portuguese NLI.
OneStopEnglish corpus: A new corpus for automatic readability assessment and text simplification (2018)

This paper describes the collection and compilation of the OneStopEnglish corpus of texts written at three reading levels, and demonstrates its usefulness for through two applications - automatic readability assessment and automatic text simplification. The corpus consists of 189 texts, each in three versions (567 in total). The corpus is now freely available under a CC by-SA 4.0 license and we hope that it would foster further research on the topics of readability assessment and text simplification.
The Effect of Adding Authorship Knowledge in Automated Text Scoring (2018)

Some language exams have multiple writing tasks. When a learner writes multiple texts in a language exam, it is not surprising that the quality of these texts tends to be similar, and the existing automated text scoring (ATS) systems do not explicitly model this similarity. In this paper, we suggest that it could be useful to include the other texts written by this learner in the same exam as extra references in an ATS system. We propose various approaches of fusing information from multiple tasks and pass this authorship knowledge into our ATS model on six different datasets. We show that this can positively affect the model performance at a global level.
SB@GU at the Complex Word Identification 2018 Shared Task (2018)

In this paper, we describe our experiments for the Shared Task on Complex Word Identification (CWI) 2018 (Yimam et al., 2018), hosted by the 13th Workshop on Innovative Use of NLP for Building Educational Applications (BEA) at NAACL 2018. Our system for English builds on previous work for Swedish concerning the classification of words into proficiency levels. We investigate different features for English and compare their usefulness using feature selection methods. For the German, Spanish and French data we use simple systems based on character n-gram models and show that sometimes simple models achieve comparable results to fully feature-engineered systems.
Complex Word Identification: Convolutional Neural Network vs. Feature Engineering (2018)

We describe the systems of NLP-CIC team that participated in the Complex Word Identification (CWI) 2018 shared task. The shared task aimed to benchmark approaches for identifying complex words in English and other languages from the perspective of non-native speakers. Our goal is to compare two approaches: feature engineering and a deep neural network. Both approaches achieved comparable performance on the English test set. We demonstrated the flexibility of the deep-learning approach by using the same deep neural network setup in the Spanish track. Our systems achieved competitive results: all our systems were within 0.01 of the system with the best macro-F1 score on the test sets except on Wikipedia test set, on which our best system is 0.04 below the best macro-F1 score.
Deep Learning Architecture for Complex Word Identification (2018)

We describe a system for the CWI-task that includes information on 5 aspects of the (complex) lexical item, namely distributional information of the item itself, morphological structure, psychological measures, corpus-counts and topical information. We constructed a deep learning architecture that combines those features and apply it to the probabilistic and binary classification task for all English sets and Spanish. We achieved reasonable performance on all sets with best performances seen on the probabilistic task, particularly on the English news set (MAE 0.054 and F1-score of 0.872). An analysis of the results shows that reasonable performance can be achieved with a single architecture without any domain-specific tweaking of the parameter settings and that distributional features capture almost all of the information also found in hand-crafted features.
NILC at CWI 2018: Exploring Feature Engineering and Feature Learning (2018)

This paper describes the results of NILC team at CWI 2018. We developed solutions following three approaches: (i) a feature engineering method using lexical, n-gram and psycholinguistic features, (ii) a shallow neural network method using only word embeddings, and (iii) a Long Short-Term Memory (LSTM) language model, which is pre-trained on a large text corpus to produce a contextualized word vector. The feature engineering method obtained our best results for the classification task and the LSTM model achieved the best results for the probabilistic classification task. Our results show that deep neural networks are able to perform as well as traditional machine learning methods using manually engineered features for the task of complex word identification in English.
Complex Word Identification Using Character n-grams (2018)

This paper investigates the use of character n-gram frequencies for identifying complex words in English, German and Spanish texts. The approach is based on the assumption that complex words are likely to contain different character sequences than simple words. The multinomial Naive Bayes classifier was used with n-grams of different lengths as features, and the best results were obtained for the combination of 2-grams and 4-grams. This variant was submitted to the Complex Word Identification Shared Task 2018 for all texts and achieved F-scores between 70{\%} and 83{\%}. The system was ranked in the middle range for all English texts, as third of fourteen submissions for German, and as tenth of seventeen submissions for Spanish. The method is not very convenient for the cross-language task, achieving only 59{\%} on the French text.
Predicting Second Language Learner Successes and Mistakes by Means of Conjunctive Features (2018)

This paper describes the system developed by the Centre for English Corpus Linguistics for the 2018 Duolingo SLAM challenge. It aimed at predicting the successes and mistakes of second language learners on each of the words that compose the exercises they answered. Its main characteristic is to include conjunctive features, built by combining word ngrams with metadata about the user and the exercise. It achieved a relatively good performance, ranking fifth out of 15 systems. Complementary analyses carried out to gauge the contribution of the different sets of features to the performance confirmed the usefulness of the conjunctive features for the SLAM task.
Feature Engineering for Second Language Acquisition Modeling (2018)

Knowledge tracing serves as a keystone in delivering personalized education. However, few works attempted to model students' knowledge state in the setting of Second Language Acquisition. The Duolingo Shared Task on Second Language Acquisition Modeling provides students' trace data that we extensively analyze and engineer features from for the task of predicting whether a student will correctly solve a vocabulary exercise. Our analyses of students' learning traces reveal that factors like exercise format and engagement impact their exercise performance to a large extent. Overall, we extracted 23 different features as input to a Gradient Tree Boosting framework, which resulted in an AUC score of between 0.80 and 0.82 on the official test set.
TMU System for SLAM-2018 (2018)

We introduce the TMU systems for the second language acquisition modeling shared task 2018 (Settles et al., 2018). To model learner error patterns, it is necessary to maintain a considerable amount of information regarding the type of exercises learners have been learning in the past and the manner in which they answered them. Tracking an enormous learner`s learning history and their correct and mistaken answers is essential to predict the learner`s future mistakes. Therefore, we propose a model which tracks the learner`s learning history efficiently. Our systems ranked fourth in the English and Spanish subtasks, and fifth in the French subtask.
Deep Factorization Machines for Knowledge Tracing (2018)

This paper introduces our solution to the 2018 Duolingo Shared Task on Second Language Acquisition Modeling (SLAM). We used deep factorization machines, a wide and deep learning model of pairwise relationships between users, items, skills, and other entities considered. Our solution (AUC 0.815) hopefully managed to beat the logistic regression baseline (AUC 0.774) but not the top performing model (AUC 0.861) and reveals interesting strategies to build upon item response theory models.
CLUF: a Neural Model for Second Language Acquisition Modeling (2018)

Second Language Acquisition Modeling is the task to predict whether a second language learner would respond correctly in future exercises based on their learning history. In this paper, we propose a neural network based system to utilize rich contextual, linguistic and user information. Our neural model consists of a Context encoder, a Linguistic feature encoder, a User information encoder and a Format information encoder (CLUF). Furthermore, a decoder is introduced to combine such encoded features and make final predictions. Our system ranked in first place in the English track and second place in the Spanish and French track with an AUROC score of 0.861, 0.835 and 0.854 respectively.
Neural sequence modelling for learner error prediction (2018)

This paper describes our use of two recurrent neural network sequence models: sequence labelling and sequence-to-sequence models, for the prediction of future learner errors in our submission to the 2018 Duolingo Shared Task on Second Language Acquisition Modeling (SLAM). We show that these two models capture complementary information as combining them improves performance. Furthermore, the same network architecture and group of features can be used directly to build competitive prediction models in all three language tracks, demonstrating that our approach generalises well across languages.
Automatic Distractor Suggestion for Multiple-Choice Tests Using Concept Embeddings and Information Retrieval (2018)

Developing plausible distractors (wrong answer options) when writing multiple-choice questions has been described as one of the most challenging and time-consuming parts of the item-writing process. In this paper we propose a fully automatic method for generating distractor suggestions for multiple-choice questions used in high-stakes medical exams. The system uses a question stem and the correct answer as an input and produces a list of suggested distractors ranked based on their similarity to the stem and the correct answer. To do this we use a novel approach of combining concept embeddings with information retrieval methods. We frame the evaluation as a prediction task where we aim to {\textquotedblleft}predict{\textquotedblright} the human-produced distractors used in large sets of medical questions, i.e. if a distractor generated by our system is good enough it is likely to feature among the list of distractors produced by the human item-writers. The results reveal that combining concept embeddings with information retrieval approaches significantly improves the generation of plausible distractors and enables us to match around 1 in 5 of the human-produced distractors. The approach proposed in this paper is generalisable to all scenarios where the distractors refer to concepts.
Co-Attention Based Neural Network for Source-Dependent Essay Scoring (2018)

This paper presents an investigation of using a co-attention based neural network for source-dependent essay scoring. We use a co-attention mechanism to help the model learn the importance of each part of the essay more accurately. Also, this paper shows that the co-attention based neural network model provides reliable score prediction of source-dependent responses. We evaluate our model on two source-dependent response corpora. Results show that our model outperforms the baseline on both corpora. We also show that the attention of the model is similar to the expert opinions with examples.
Cross-Lingual Content Scoring (2018)

We investigate the feasibility of cross-lingual content scoring, a scenario where training and test data in an automatic scoring task are from two different languages. Cross-lingual scoring can contribute to educational equality by allowing answers in multiple languages. Training a model in one language and applying it to another language might also help to overcome data sparsity issues by re-using trained models from other languages. As there is no suitable dataset available for this new task, we create a comparable bi-lingual corpus by extending the English ASAP dataset with German answers. Our experiments with cross-lingual scoring based on machine-translating either training or test data show a considerable drop in scoring quality.
What type of happiness are you looking for? - A closer look at detecting mental health from language (2018)

Computational models to detect mental illnesses from text and speech could enhance our understanding of mental health while offering opportunities for early detection and intervention. However, these models are often disconnected from the lived experience of depression and the larger diagnostic debates in mental health. This article investigates these disconnects, primarily focusing on the labels used to diagnose depression, how these labels are computationally represented, and the performance metrics used to evaluate computational models. We also consider how medical instruments used to measure depression, such as the Patient Health Questionnaire (PHQ), contribute to these disconnects. To illustrate our points, we incorporate mixed-methods analyses of 698 interviews on emotional health, which are coupled with self-report PHQ screens for depression. We propose possible strategies to bridge these gaps between modern psychiatric understandings of depression, lay experience of depression, and computational representation.
A Linguistically-Informed Fusion Approach for Multimodal Depression Detection (2018)

Automated depression detection is inherently a multimodal problem. Therefore, it is critical that researchers investigate fusion techniques for multimodal design. This paper presents the first-ever comprehensive study of fusion techniques for depression detection. In addition, we present novel linguistically-motivated fusion techniques, which we find outperform existing approaches.
Expert, Crowdsourced, and Machine Assessment of Suicide Risk via Online Postings (2018)

We report on the creation of a dataset for studying assessment of suicide risk via online postings in Reddit. Evaluation of risk-level annotations by experts yields what is, to our knowledge, the first demonstration of reliability in risk assessment by clinicians based on social media postings. We also introduce and demonstrate the value of a new, detailed rubric for assessing suicide risk, compare crowdsourced with expert performance, and present baseline predictive modeling experiments using the new dataset, which will be made available to researchers through the American Association of Suicidology.
CLPsych 2018 Shared Task: Predicting Current and Future Psychological Health from Childhood Essays (2018)

We describe the shared task for the CLPsych 2018 workshop, which focused on predicting current and future psychological health from an essay authored in childhood. Language-based predictions of a person`s current health have the potential to supplement traditional psychological assessment such as questionnaires, improving intake risk measurement and monitoring. Predictions of future psychological health can aid with both early detection and the development of preventative care. Research into the mental health trajectory of people, beginning from their childhood, has thus far been an area of little work within the NLP community. This shared task represents one of the first attempts to evaluate the use of early language to predict future health; this has the potential to support a wide variety of clinical health care tasks, from early assessment of lifetime risk for mental health problems, to optimal timing for targeted interventions aimed at both prevention and treatment.