@inproceedings{tonga-etal-2026-simulating,
title = "Simulating Student-Tutor Interactions with {LLM}s for Multilingual Math Feedback",
author = "Tonga, Junior Cedric and
Srivatsa, Kv Aditya and
Maurya, Kaushal Kumar and
Koto, Fajri and
Kochmar, Ekaterina",
editor = "Valentino, Marco and
Ferreira, Deborah and
Thayaparan, Mokanarangan and
Ranaldi, Leonardo and
Cheng, Jo-Ku and
Freitas, Andre",
booktitle = "The Proceedings of the 4th Workshop on Mathematical Natural Language Processing ({M}ath{NLP} 2026)",
month = oct,
year = "2026",
address = "Budapest, Hungary",
publisher = "Association for Computational Linguistics",
url = "https://aclanthology.org/2026.mathnlp-main.16/",
pages = "201--215",
ISBN = "979-8-89176-468-2",
abstract = "Large language models (LLMs) have demonstrated the ability to generate formative feedback and instructional hints in English, making them increasingly relevant for AI-assisted education. However, their ability to provide effective instructional support across different languages, especially for mathematically grounded reasoning tasks, remains largely unexamined. In this work, we present the first large-scale simulation of multilingual student-tutor interactions using LLMs. A stronger model plays the role of the tutor, generating feedback in the form of hints, while a weaker model simulates the student. We explore 352 experimental settings across 11 typologically diverse languages, four state-of-the-art LLMs, and multiple prompting strategies to assess whether language-specific feedback leads to measurable learning gains. Our study examines how student input language, tutor feedback language, model choice, and language resource level jointly influence performance. Results show that English hints are generally preferred, even by multilingual student LLMs, with few exceptions that lead to improved student learning outcomes. These findings offer practical insights for developing multilingual, LLM-based educational tools that are both effective and inclusive."
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<abstract>Large language models (LLMs) have demonstrated the ability to generate formative feedback and instructional hints in English, making them increasingly relevant for AI-assisted education. However, their ability to provide effective instructional support across different languages, especially for mathematically grounded reasoning tasks, remains largely unexamined. In this work, we present the first large-scale simulation of multilingual student-tutor interactions using LLMs. A stronger model plays the role of the tutor, generating feedback in the form of hints, while a weaker model simulates the student. We explore 352 experimental settings across 11 typologically diverse languages, four state-of-the-art LLMs, and multiple prompting strategies to assess whether language-specific feedback leads to measurable learning gains. Our study examines how student input language, tutor feedback language, model choice, and language resource level jointly influence performance. Results show that English hints are generally preferred, even by multilingual student LLMs, with few exceptions that lead to improved student learning outcomes. These findings offer practical insights for developing multilingual, LLM-based educational tools that are both effective and inclusive.</abstract>
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%0 Conference Proceedings
%T Simulating Student-Tutor Interactions with LLMs for Multilingual Math Feedback
%A Tonga, Junior Cedric
%A Srivatsa, Kv Aditya
%A Maurya, Kaushal Kumar
%A Koto, Fajri
%A Kochmar, Ekaterina
%Y Valentino, Marco
%Y Ferreira, Deborah
%Y Thayaparan, Mokanarangan
%Y Ranaldi, Leonardo
%Y Cheng, Jo-Ku
%Y Freitas, Andre
%S The Proceedings of the 4th Workshop on Mathematical Natural Language Processing (MathNLP 2026)
%D 2026
%8 October
%I Association for Computational Linguistics
%C Budapest, Hungary
%@ 979-8-89176-468-2
%F tonga-etal-2026-simulating
%X Large language models (LLMs) have demonstrated the ability to generate formative feedback and instructional hints in English, making them increasingly relevant for AI-assisted education. However, their ability to provide effective instructional support across different languages, especially for mathematically grounded reasoning tasks, remains largely unexamined. In this work, we present the first large-scale simulation of multilingual student-tutor interactions using LLMs. A stronger model plays the role of the tutor, generating feedback in the form of hints, while a weaker model simulates the student. We explore 352 experimental settings across 11 typologically diverse languages, four state-of-the-art LLMs, and multiple prompting strategies to assess whether language-specific feedback leads to measurable learning gains. Our study examines how student input language, tutor feedback language, model choice, and language resource level jointly influence performance. Results show that English hints are generally preferred, even by multilingual student LLMs, with few exceptions that lead to improved student learning outcomes. These findings offer practical insights for developing multilingual, LLM-based educational tools that are both effective and inclusive.
%U https://aclanthology.org/2026.mathnlp-main.16/
%P 201-215
Markdown (Informal)
[Simulating Student-Tutor Interactions with LLMs for Multilingual Math Feedback](https://aclanthology.org/2026.mathnlp-main.16/) (Tonga et al., MathNLP 2026)
ACL