@inproceedings{han-etal-2024-llm,
title = "{LLM}-as-a-tutor in {EFL} Writing Education: Focusing on Evaluation of Student-{LLM} Interaction",
author = "Han, Jieun and
Yoo, Haneul and
Myung, Junho and
Kim, Minsun and
Lim, Hyunseung and
Kim, Yoonsu and
Lee, Tak Yeon and
Hong, Hwajung and
Kim, Juho and
Ahn, So-Yeon and
Oh, Alice",
editor = "Kumar, Sachin and
Balachandran, Vidhisha and
Park, Chan Young and
Shi, Weijia and
Hayati, Shirley Anugrah and
Tsvetkov, Yulia and
Smith, Noah and
Hajishirzi, Hannaneh and
Kang, Dongyeop and
Jurgens, David",
booktitle = "Proceedings of the 1st Workshop on Customizable NLP: Progress and Challenges in Customizing NLP for a Domain, Application, Group, or Individual (CustomNLP4U)",
month = nov,
year = "2024",
address = "Miami, Florida, USA",
publisher = "Association for Computational Linguistics",
url = "https://aclanthology.org/2024.customnlp4u-1.21",
pages = "284--293",
abstract = "In the context of English as a Foreign Language (EFL) writing education, LLM-as-a-tutor can assist students by providing real-time feedback on their essays. However, challenges arise in assessing LLM-as-a-tutor due to differing standards between educational and general use cases. To bridge this gap, we integrate pedagogical principles to assess student-LLM interaction. First, we explore how LLMs can function as English tutors, providing effective essay feedback tailored to students. Second, we propose three criteria to evaluate LLM-as-a-tutor specifically designed for EFL writing education, emphasizing pedagogical aspects. In this process, EFL experts evaluate the feedback from LLM-as-a-tutor regarding (1) quality and (2) characteristics. On the other hand, EFL learners assess their (3) learning outcomes from interaction with LLM-as-a-tutor. This approach lays the groundwork for developing LLMs-as-a-tutor tailored to the needs of EFL learners, advancing the effectiveness of writing education in this context.",
}
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<abstract>In the context of English as a Foreign Language (EFL) writing education, LLM-as-a-tutor can assist students by providing real-time feedback on their essays. However, challenges arise in assessing LLM-as-a-tutor due to differing standards between educational and general use cases. To bridge this gap, we integrate pedagogical principles to assess student-LLM interaction. First, we explore how LLMs can function as English tutors, providing effective essay feedback tailored to students. Second, we propose three criteria to evaluate LLM-as-a-tutor specifically designed for EFL writing education, emphasizing pedagogical aspects. In this process, EFL experts evaluate the feedback from LLM-as-a-tutor regarding (1) quality and (2) characteristics. On the other hand, EFL learners assess their (3) learning outcomes from interaction with LLM-as-a-tutor. This approach lays the groundwork for developing LLMs-as-a-tutor tailored to the needs of EFL learners, advancing the effectiveness of writing education in this context.</abstract>
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%0 Conference Proceedings
%T LLM-as-a-tutor in EFL Writing Education: Focusing on Evaluation of Student-LLM Interaction
%A Han, Jieun
%A Yoo, Haneul
%A Myung, Junho
%A Kim, Minsun
%A Lim, Hyunseung
%A Kim, Yoonsu
%A Lee, Tak Yeon
%A Hong, Hwajung
%A Kim, Juho
%A Ahn, So-Yeon
%A Oh, Alice
%Y Kumar, Sachin
%Y Balachandran, Vidhisha
%Y Park, Chan Young
%Y Shi, Weijia
%Y Hayati, Shirley Anugrah
%Y Tsvetkov, Yulia
%Y Smith, Noah
%Y Hajishirzi, Hannaneh
%Y Kang, Dongyeop
%Y Jurgens, David
%S Proceedings of the 1st Workshop on Customizable NLP: Progress and Challenges in Customizing NLP for a Domain, Application, Group, or Individual (CustomNLP4U)
%D 2024
%8 November
%I Association for Computational Linguistics
%C Miami, Florida, USA
%F han-etal-2024-llm
%X In the context of English as a Foreign Language (EFL) writing education, LLM-as-a-tutor can assist students by providing real-time feedback on their essays. However, challenges arise in assessing LLM-as-a-tutor due to differing standards between educational and general use cases. To bridge this gap, we integrate pedagogical principles to assess student-LLM interaction. First, we explore how LLMs can function as English tutors, providing effective essay feedback tailored to students. Second, we propose three criteria to evaluate LLM-as-a-tutor specifically designed for EFL writing education, emphasizing pedagogical aspects. In this process, EFL experts evaluate the feedback from LLM-as-a-tutor regarding (1) quality and (2) characteristics. On the other hand, EFL learners assess their (3) learning outcomes from interaction with LLM-as-a-tutor. This approach lays the groundwork for developing LLMs-as-a-tutor tailored to the needs of EFL learners, advancing the effectiveness of writing education in this context.
%U https://aclanthology.org/2024.customnlp4u-1.21
%P 284-293
Markdown (Informal)
[LLM-as-a-tutor in EFL Writing Education: Focusing on Evaluation of Student-LLM Interaction](https://aclanthology.org/2024.customnlp4u-1.21) (Han et al., CustomNLP4U 2024)
ACL
- Jieun Han, Haneul Yoo, Junho Myung, Minsun Kim, Hyunseung Lim, Yoonsu Kim, Tak Yeon Lee, Hwajung Hong, Juho Kim, So-Yeon Ahn, and Alice Oh. 2024. LLM-as-a-tutor in EFL Writing Education: Focusing on Evaluation of Student-LLM Interaction. In Proceedings of the 1st Workshop on Customizable NLP: Progress and Challenges in Customizing NLP for a Domain, Application, Group, or Individual (CustomNLP4U), pages 284–293, Miami, Florida, USA. Association for Computational Linguistics.