@inproceedings{kwon-etal-2024-biped,
title = "{BIPED}: Pedagogically Informed Tutoring System for {ESL} Education",
author = "Kwon, Soonwoo and
Kim, Sojung and
Park, Minju and
Lee, Seunghyun and
Kim, Kyuseok",
editor = "Ku, Lun-Wei and
Martins, Andre and
Srikumar, Vivek",
booktitle = "Proceedings of the 62nd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers)",
month = aug,
year = "2024",
address = "Bangkok, Thailand",
publisher = "Association for Computational Linguistics",
url = "https://aclanthology.org/2024.luhme-long.186/",
doi = "10.18653/v1/2024.acl-long.186",
pages = "3389--3414",
abstract = "Large Language Models (LLMs) have a great potential to serve as readily available and cost-efficient Conversational Intelligent Tutoring Systems (CITS) for teaching L2 learners of English. Existing CITS, however, are designed to teach only simple concepts or lack the pedagogical depth necessary to address diverse learning strategies. To develop a more pedagogically informed CITS capable of teaching complex concepts, we construct a BIlingual PEDagogically-informed Tutoring Dataset (BIPED) of one-on-one, human-to-human English tutoring interactions. Through post-hoc analysis of the tutoring interactions, we come up with a lexicon of dialogue acts (34 tutor acts and 9 student acts), which we use to further annotate the collected dataset. Based on a two-step framework of first predicting the appropriate tutor act then generating the corresponding response, we implemented two CITS models using GPT-4 and SOLAR-KO, respectively. We experimentally demonstrate that the implemented models not only replicate the style of human teachers but also employ diverse and contextually appropriate pedagogical strategies."
}
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<abstract>Large Language Models (LLMs) have a great potential to serve as readily available and cost-efficient Conversational Intelligent Tutoring Systems (CITS) for teaching L2 learners of English. Existing CITS, however, are designed to teach only simple concepts or lack the pedagogical depth necessary to address diverse learning strategies. To develop a more pedagogically informed CITS capable of teaching complex concepts, we construct a BIlingual PEDagogically-informed Tutoring Dataset (BIPED) of one-on-one, human-to-human English tutoring interactions. Through post-hoc analysis of the tutoring interactions, we come up with a lexicon of dialogue acts (34 tutor acts and 9 student acts), which we use to further annotate the collected dataset. Based on a two-step framework of first predicting the appropriate tutor act then generating the corresponding response, we implemented two CITS models using GPT-4 and SOLAR-KO, respectively. We experimentally demonstrate that the implemented models not only replicate the style of human teachers but also employ diverse and contextually appropriate pedagogical strategies.</abstract>
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%0 Conference Proceedings
%T BIPED: Pedagogically Informed Tutoring System for ESL Education
%A Kwon, Soonwoo
%A Kim, Sojung
%A Park, Minju
%A Lee, Seunghyun
%A Kim, Kyuseok
%Y Ku, Lun-Wei
%Y Martins, Andre
%Y Srikumar, Vivek
%S Proceedings of the 62nd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers)
%D 2024
%8 August
%I Association for Computational Linguistics
%C Bangkok, Thailand
%F kwon-etal-2024-biped
%X Large Language Models (LLMs) have a great potential to serve as readily available and cost-efficient Conversational Intelligent Tutoring Systems (CITS) for teaching L2 learners of English. Existing CITS, however, are designed to teach only simple concepts or lack the pedagogical depth necessary to address diverse learning strategies. To develop a more pedagogically informed CITS capable of teaching complex concepts, we construct a BIlingual PEDagogically-informed Tutoring Dataset (BIPED) of one-on-one, human-to-human English tutoring interactions. Through post-hoc analysis of the tutoring interactions, we come up with a lexicon of dialogue acts (34 tutor acts and 9 student acts), which we use to further annotate the collected dataset. Based on a two-step framework of first predicting the appropriate tutor act then generating the corresponding response, we implemented two CITS models using GPT-4 and SOLAR-KO, respectively. We experimentally demonstrate that the implemented models not only replicate the style of human teachers but also employ diverse and contextually appropriate pedagogical strategies.
%R 10.18653/v1/2024.acl-long.186
%U https://aclanthology.org/2024.luhme-long.186/
%U https://doi.org/10.18653/v1/2024.acl-long.186
%P 3389-3414
Markdown (Informal)
[BIPED: Pedagogically Informed Tutoring System for ESL Education](https://aclanthology.org/2024.luhme-long.186/) (Kwon et al., ACL 2024)
ACL
- Soonwoo Kwon, Sojung Kim, Minju Park, Seunghyun Lee, and Kyuseok Kim. 2024. BIPED: Pedagogically Informed Tutoring System for ESL Education. In Proceedings of the 62nd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers), pages 3389–3414, Bangkok, Thailand. Association for Computational Linguistics.