ymoslem/acl-abstracts huggingface dataset:
Combining Textual and Speech Features in the NLI Task Using State-of-the-Art Machine Learning Techniques (2017)

We summarize the involvement of our CEMI team in the {\textquotedblright}NLI Shared Task 2017{\textquotedblright}, which deals with both textual and speech input data. We submitted the results achieved by using three different system architectures; each of them combines multiple supervised learning models trained on various feature sets. As expected, better results are achieved with the systems that use both the textual data and the spoken responses. Combining the input data of two different modalities led to a rather dramatic improvement in classification performance. Our best performing method is based on a set of feed-forward neural networks whose hidden-layer outputs are combined together using a softmax layer. We achieved a macro-averaged F1 score of 0.9257 on the evaluation (unseen) test set and our team placed first in the main task together with other three teams.
Native Language Identification Using a Mixture of Character and Word N-grams (2017)

Native language identification (NLI) is the task of determining an author`s native language, based on a piece of his/her writing in a second language. In recent years, NLI has received much attention due to its challenging nature and its applications in language pedagogy and forensic linguistics. We participated in the NLI2017 shared task under the name UT-DSP. In our effort to implement a method for native language identification, we made use of a fusion of character and word N-grams, and achieved an optimal F1-Score of 77.64{\%}, using both essay and speech transcription datasets.
Ensemble Methods for Native Language Identification (2017)

Our team{---}Uvic-NLP{---}explored and evaluated a variety of lexical features for Native Language Identification (NLI) within the framework of ensemble methods. Using a subset of the highest performing features, we train Support Vector Machines (SVM) and Fully Connected Neural Networks (FCNN) as base classifiers, and test different methods for combining their outputs. Restricting our scope to the closed essay track in the NLI Shared Task 2017, we find that our best SVM ensemble achieves an F1 score of 0.8730 on the test set.
Can string kernels pass the test of time in Native Language Identification? (2017)

We describe a machine learning approach for the 2017 shared task on Native Language Identification (NLI). The proposed approach combines several kernels using multiple kernel learning. While most of our kernels are based on character p-grams (also known as n-grams) extracted from essays or speech transcripts, we also use a kernel based on i-vectors, a low-dimensional representation of audio recordings, provided by the shared task organizers. For the learning stage, we choose Kernel Discriminant Analysis (KDA) over Kernel Ridge Regression (KRR), because the former classifier obtains better results than the latter one on the development set. In our previous work, we have used a similar machine learning approach to achieve state-of-the-art NLI results. The goal of this paper is to demonstrate that our shallow and simple approach based on string kernels (with minor improvements) can pass the test of time and reach state-of-the-art performance in the 2017 NLI shared task, despite the recent advances in natural language processing. We participated in all three tracks, in which the competitors were allowed to use only the essays (essay track), only the speech transcripts (speech track), or both (fusion track). Using only the data provided by the organizers for training our models, we have reached a macro F1 score of 86.95{\%} in the closed essay track, a macro F1 score of 87.55{\%} in the closed speech track, and a macro F1 score of 93.19{\%} in the closed fusion track. With these scores, our team (UnibucKernel) ranked in the first group of teams in all three tracks, while attaining the best scores in the speech and the fusion tracks.
Neural Networks and Spelling Features for Native Language Identification (2017)

We present the RUG-SU team`s submission at the Native Language Identification Shared Task 2017. We combine several approaches into an ensemble, based on spelling error features, a simple neural network using word representations, a deep residual network using word and character features, and a system based on a recurrent neural network. Our best system is an ensemble of neural networks, reaching an F1 score of 0.8323. Although our system is not the highest ranking one, we do outperform the baseline by far.
A study of N-gram and Embedding Representations for Native Language Identification (2017)

We report on our experiments with N-gram and embedding based feature representations for Native Language Identification (NLI) as a part of the NLI Shared Task 2017 (team name: NLI-ISU). Our best performing system on the test set for written essays had a macro F1 of 0.8264 and was based on word uni, bi and trigram features. We explored n-grams covering word, character, POS and word-POS mixed representations for this task. For embedding based feature representations, we employed both word and document embeddings. We had a relatively poor performance with all embedding representations compared to n-grams, which could be because of the fact that embeddings capture semantic similarities whereas L1 differences are more stylistic in nature.
A Shallow Neural Network for Native Language Identification with Character N-grams (2017)

This paper describes the systems submitted by GadjahMada team to the Native Language Identification (NLI) Shared Task 2017. Our models used a continuous representation of character n-grams which are learned jointly with feed-forward neural network classifier. Character n-grams have been proved to be effective for style-based identification tasks including NLI. Results on the test set demonstrate that the proposed model performs very well on essay and fusion tracks by obtaining more than 0.8 on both F-macro score and accuracy.
Fewer features perform well at Native Language Identification task (2017)

This paper describes our results at the NLI shared task 2017. We participated in essays, speech, and fusion task that uses text, speech, and i-vectors for the task of identifying the native language of the given input. In the essay track, a linear SVM system using word bigrams and character 7-grams performed the best. In the speech track, an LDA classifier based only on i-vectors performed better than a combination system using text features from speech transcriptions and i-vectors. In the fusion task, we experimented with systems that used combination of i-vectors with higher order n-grams features, combination of i-vectors with word unigrams, a mean probability ensemble, and a stacked ensemble system. Our finding is that word unigrams in combination with i-vectors achieve higher score than systems trained with larger number of $n$-gram features. Our best-performing systems achieved F1-scores of 87.16{\%}, 83.33{\%} and 91.75{\%} on the essay track, the speech track and the fusion track respectively.
Structured Generation of Technical Reading Lists (2017)

Learners need to find suitable documents to read and prioritize them in an appropriate order. We present a method of automatically generating reading lists, selecting documents based on their pedagogical value to the learner and ordering them using the structure of concepts in the domain. Resulting reading lists related to computational linguistics were evaluated by advanced learners and judged to be near the quality of those generated by domain experts. We provide an open-source implementation of our method to enable future work on reading list generation.
Effects of Lexical Properties on Viewing Time per Word in Autistic and Neurotypical Readers (2017)

Eye tracking studies from the past few decades have shaped the way we think of word complexity and cognitive load: words that are long, rare and ambiguous are more difficult to read. However, online processing techniques have been scarcely applied to investigating the reading difficulties of people with autism and what vocabulary is challenging for them. We present parallel gaze data obtained from adult readers with autism and a control group of neurotypical readers and show that the former required higher cognitive effort to comprehend the texts as evidenced by three gaze-based measures. We divide all words into four classes based on their viewing times for both groups and investigate the relationship between longer viewing times and word length, word frequency, and four cognitively-based measures (word concreteness, familiarity, age of acquisition and imagability).
Transparent text quality assessment with convolutional neural networks (2017)

We present a very simple model for text quality assessment based on a deep convolutional neural network, where the only supervision required is one corpus of user-generated text of varying quality, and one contrasting text corpus of consistently high quality. Our model is able to provide local quality assessments in different parts of a text, which allows visual feedback about where potentially problematic parts of the text are located, as well as a way to evaluate which textual features are captured by our model. We evaluate our method on two corpora: a large corpus of manually graded student essays and a longitudinal corpus of language learner written production, and find that the text quality metric learned by our model is a fairly strong predictor of both essay grade and learner proficiency level.
Artificial Error Generation with Machine Translation and Syntactic Patterns (2017)

Shortage of available training data is holding back progress in the area of automated error detection. This paper investigates two alternative methods for artificially generating writing errors, in order to create additional resources. We propose treating error generation as a machine translation task, where grammatically correct text is translated to contain errors. In addition, we explore a system for extracting textual patterns from an annotated corpus, which can then be used to insert errors into grammatically correct sentences. Our experiments show that the inclusion of artificially generated errors significantly improves error detection accuracy on both FCE and CoNLL 2014 datasets.
Modelling semantic acquisition in second language learning (2017)

Using methods of statistical analysis, we investigate how semantic knowledge is acquired in English as a second language and evaluate the pace of development across a number of predicate types and content word combinations, as well as across the levels of language proficiency and native languages. Our exploratory study helps identify the most problematic areas for language learners with different backgrounds and at different stages of learning.
Multiple Choice Question Generation Utilizing An Ontology (2017)

Ontologies provide a structured representation of concepts and the relationships which connect them. This work investigates how a pre-existing educational Biology ontology can be used to generate useful practice questions for students by using the connectivity structure in a novel way. It also introduces a novel way to generate multiple-choice distractors from the ontology, and compares this to a baseline of using embedding representations of nodes. An assessment by an experienced science teacher shows a significant advantage over a baseline when using the ontology for distractor generation. A subsequent study with three science teachers on the results of a modified question generation algorithm finds significant improvements. An in-depth analysis of the teachers' comments yields useful insights for any researcher working on automated question generation for educational applications.
Simplifying metaphorical language for young readers: A corpus study on news text (2017)

The paper presents first results of an ongoing project on text simplification focusing on linguistic metaphors. Based on an analysis of a parallel corpus of news text professionally simplified for different grade levels, we identify six types of simplification choices falling into two broad categories: preserving metaphors or dropping them. An annotation study on almost 300 source sentences with metaphors (grade level 12) and their simplified counterparts (grade 4) is conducted. The results show that most metaphors are preserved and when they are dropped, the semantic content tends to be preserved rather than dropped, however, it is reworded without metaphorical language. In general, some of the expected tendencies in complexity reduction, measured with psycholinguistic variables linked to metaphor comprehension, are observed, suggesting good prospect for machine learning-based metaphor simplification.
Language Based Mapping of Science Assessment Items to Skills (2017)

Knowledge of the association between assessment questions and the skills required to solve them is necessary for analysis of student learning. This association, often represented as a Q-matrix, is either hand-labeled by domain experts or learned as latent variables given a large student response data set. As a means of automating the match to formal standards, this paper uses neural text classification methods, leveraging the language in the standards documents to identify online text for a proxy training task. Experiments involve identifying the topic and crosscutting concepts of middle school science questions leveraging multi-task training. Results show that it is possible to automatically build a Q-matrix without student response data and using a modest number of hand-labeled questions.
Connecting the Dots: Towards Human-Level Grammatical Error Correction (2017)

We build a grammatical error correction (GEC) system primarily based on the state-of-the-art statistical machine translation (SMT) approach, using task-specific features and tuning, and further enhance it with the modeling power of neural network joint models. The SMT-based system is weak in generalizing beyond patterns seen during training and lacks granularity below the word level. To address this issue, we incorporate a character-level SMT component targeting the misspelled words that the original SMT-based system fails to correct. Our final system achieves 53.14{\%} F 0.5 score on the benchmark CoNLL-2014 test set, an improvement of 3.62{\%} F 0.5 over the best previous published score.
Question Generation for Language Learning: From ensuring texts are read to supporting learning (2017)

In Foreign Language Teaching and Learning (FLTL), questions are systematically used to assess the learner`s understanding of a text. Computational linguistic approaches have been developed to generate such questions automatically given a text (e.g., Heilman, 2011). In this paper, we want to broaden the perspective on the different functions questions can play in FLTL and discuss how automatic question generation can support the different uses. Complementing the focus on meaning and comprehension, we want to highlight the fact that questions can also be used to make learners notice form aspects of the linguistic system and their interpretation. Automatically generating questions that target linguistic forms and grammatical categories in a text in essence supports incidental focus-on-form (Loewen, 2005) in a meaning-focused reading task. We discuss two types of questions serving this purpose, how they can be generated automatically; and we report on a crowd-sourcing evaluation comparing automatically generated to manually written questions targeting particle verbs, a challenging linguistic form for learners of English.
Systematically Adapting Machine Translation for Grammatical Error Correction (2017)

n this work we adapt machine translation (MT) to grammatical error correction, identifying how components of the statistical MT pipeline can be modified for this task and analyzing how each modification impacts system performance. We evaluate the contribution of each of these components with standard evaluation metrics and automatically characterize the morphological and lexical transformations made in system output. Our model rivals the current state of the art using a fraction of the training data.
Fine-grained essay scoring of a complex writing task for native speakers (2017)

Automatic essay scoring is nowadays successfully used even in high-stakes tests, but this is mainly limited to holistic scoring of learner essays. We present a new dataset of essays written by highly proficient German native speakers that is scored using a fine-grained rubric with the goal to provide detailed feedback. Our experiments with two state-of-the-art scoring systems (a neural and a SVM-based one) show a large drop in performance compared to existing datasets. This demonstrates the need for such datasets that allow to guide research on more elaborate essay scoring methods.
Exploring Optimal Voting in Native Language Identification (2017)

We describe the submissions entered by the National Research Council Canada in the NLI-2017 evaluation. We mainly explored the use of voting, and various ways to optimize the choice and number of voting systems. We also explored the use of features that rely on no linguistic preprocessing. Long ngrams of characters obtained from raw text turned out to yield the best performance on all textual input (written essays and speech transcripts). Voting ensembles turned out to produce small performance gains, with little difference between the various optimization strategies we tried. Our top systems achieved accuracies of 87{\%} on the essay track, 84{\%} on the speech track, and close to 92{\%} by combining essays, speech and i-vectors in the fusion track.
CIC-FBK Approach to Native Language Identification (2017)

We present the CIC-FBK system, which took part in the Native Language Identification (NLI) Shared Task 2017. Our approach combines features commonly used in previous NLI research, i.e., word n-grams, lemma n-grams, part-of-speech n-grams, and function words, with recently introduced character n-grams from misspelled words, and features that are novel in this task, such as typed character n-grams, and syntactic n-grams of words and of syntactic relation tags. We use log-entropy weighting scheme and perform classification using the Support Vector Machines (SVM) algorithm. Our system achieved 0.8808 macro-averaged F1-score and shared the 1st rank in the NLI Shared Task 2017 scoring.
The Power of Character N-grams in Native Language Identification (2017)

In this paper, we explore the performance of a linear SVM trained on language independent character features for the NLI Shared Task 2017. Our basic system (GRONINGEN) achieves the best performance (87.56 F1-score) on the evaluation set using only 1-9 character n-grams as features. We compare this against several ensemble and meta-classifiers in order to examine how the linear system fares when combined with other, especially non-linear classifiers. Special emphasis is placed on the topic bias that exists by virtue of the assessment essay prompt distribution.
Classifier Stacking for Native Language Identification (2017)

This paper reports our contribution (team WLZ) to the NLI Shared Task 2017 (essay track). We first extract lexical and syntactic features from the essays, perform feature weighting and selection, and train linear support vector machine (SVM) classifiers each on an individual feature type. The output of base classifiers, as probabilities for each class, are then fed into a multilayer perceptron to predict the native language of the author. We also report the performance of each feature type, as well as the best features of a type. Our system achieves an accuracy of 86.55{\%}, which is among the best performing systems of this shared task.
Native Language Identification on Text and Speech (2017)

This paper presents an ensemble system combining the output of multiple SVM classifiers to native language identification (NLI). The system was submitted to the NLI Shared Task 2017 fusion track which featured students essays and spoken responses in form of audio transcriptions and iVectors by non-native English speakers of eleven native languages. Our system competed in the challenge under the team name ZCD and was based on an ensemble of SVM classifiers trained on character n-grams achieving 83.58{\%} accuracy and ranking 3rd in the shared task.
Native Language Identification using Phonetic Algorithms (2017)

In this paper, we discuss the results of the IUCL system in the NLI Shared Task 2017. For our system, we explore a variety of phonetic algorithms to generate features for Native Language Identification. These features are contrasted with one of the most successful type of features in NLI, character n-grams. We find that although phonetic features do not perform as well as character n-grams alone, they do increase overall F1 score when used together with character n-grams.
A deep-learning based native-language classification by using a latent semantic analysis for the NLI Shared Task 2017 (2017)

This paper proposes a deep-learning based native-language identification (NLI) using a latent semantic analysis (LSA) as a participant (ETRI-SLP) of the NLI Shared Task 2017 where the NLI Shared Task 2017 aims to detect the native language of an essay or speech response of a standardized assessment of English proficiency for academic purposes. To this end, we use the six unit forms of a text data such as character 4/5/6-grams and word 1/2/3-grams. For each unit form of text data, we convert it into a count-based vector, extract a 2000-rank LSA feature, and perform a linear discriminant analysis (LDA) based dimension reduction. From the count-based vector or the LSA-LDA feature, we also obtain the output prediction values of a support vector machine (SVM) based classifier, the output prediction values of a deep neural network (DNN) based classifier, and the bottleneck values of a DNN based classifier. In order to incorporate the various kinds of text-based features and a speech-based i-vector feature, we design two DNN based ensemble classifiers for late fusion and early fusion, respectively. From the NLI experiments, the F1 (macro) scores are obtained as 0.8601, 0.8664, and 0.9220 for the essay track, the speech track, and the fusion track, respectively. The proposed method has comparable performance to the top-ranked teams for the speech and fusion tracks, although it has slightly lower performance for the essay track.
Fusion of Simple Models for Native Language Identification (2017)

In this paper we describe the approaches we explored for the 2017 Native Language Identification shared task. We focused on simple word and sub-word units avoiding heavy use of hand-crafted features. Following recent trends, we explored linear and neural networks models to attempt to compensate for the lack of rich feature use. Initial efforts yielded f1-scores of 82.39{\%} and 83.77{\%} in the development and test sets of the fusion track, and were officially submitted to the task as team L2F. After the task was closed, we carried on further experiments and relied on a late fusion strategy for combining our simple proposed approaches with modifications of the baselines provided by the task. As expected, the i-vectors based sub-system dominates the performance of the system combinations, and results in the major contributor to our achieved scores. Our best combined system achieves 90.1{\%} and 90.2{\%} f1-score in the development and test sets of the fusion track, respectively.