James Bruno


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Supporting Spanish Writers using Automated Feedback
Aoife Cahill | James Bruno | James Ramey | Gilmar Ayala Meneses | Ian Blood | Florencia Tolentino | Tamar Lavee | Slava Andreyev
Proceedings of the 2021 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies: Demonstrations

We present a tool that provides automated feedback to students studying Spanish writing. The feedback is given for four categories: topic development, coherence, writing conventions, and essay organization. The tool is made freely available via a Google Docs add-on. A small user study with third-level students in Mexico shows that students found the tool generally helpful and that most of them plan to continue using it as they work to improve their writing skills.


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Using exemplar responses for training and evaluating automated speech scoring systems
Anastassia Loukina | Klaus Zechner | James Bruno | Beata Beigman Klebanov
Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications

Automated scoring engines are usually trained and evaluated against human scores and compared to the benchmark of human-human agreement. In this paper we compare the performance of an automated speech scoring engine using two corpora: a corpus of almost 700,000 randomly sampled spoken responses with scores assigned by one or two raters during operational scoring, and a corpus of 16,500 exemplar responses with scores reviewed by multiple expert raters. We show that the choice of corpus used for model evaluation has a major effect on estimates of system performance with r varying between 0.64 and 0.80. Surprisingly, this is not the case for the choice of corpus for model training: when the training corpus is sufficiently large, the systems trained on different corpora showed almost identical performance when evaluated on the same corpus. We show that this effect is consistent across several learning algorithms. We conclude that evaluating the model on a corpus of exemplar responses if one is available provides additional evidence about system validity; at the same time, investing effort into creating a corpus of exemplar responses for model training is unlikely to lead to a substantial gain in model performance.


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Discourse Annotation of Non-native Spontaneous Spoken Responses Using the Rhetorical Structure Theory Framework
Xinhao Wang | James Bruno | Hillary Molloy | Keelan Evanini | Klaus Zechner
Proceedings of the 55th Annual Meeting of the Association for Computational Linguistics (Volume 2: Short Papers)

The availability of the Rhetorical Structure Theory (RST) Discourse Treebank has spurred substantial research into discourse analysis of written texts; however, limited research has been conducted to date on RST annotation and parsing of spoken language, in particular, non-native spontaneous speech. Considering that the measurement of discourse coherence is typically a key metric in human scoring rubrics for assessments of spoken language, we initiated a research effort to obtain RST annotations of a large number of non-native spoken responses from a standardized assessment of academic English proficiency. The resulting inter-annotator kappa agreements on the three different levels of Span, Nuclearity, and Relation are 0.848, 0.766, and 0.653, respectively. Furthermore, a set of features was explored to evaluate the discourse structure of non-native spontaneous speech based on these annotations; the highest performing feature resulted in a correlation of 0.612 with scores of discourse coherence provided by expert human raters.


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Self-Training for Parsing Learner Text
Aoife Cahill | Binod Gyawali | James Bruno
Proceedings of the First Joint Workshop on Statistical Parsing of Morphologically Rich Languages and Syntactic Analysis of Non-Canonical Languages