The Synthetic Imputation Approach: Generating Optimal Synthetic Texts For Underrepresented Categories In Supervised Classification Tasks Joan C. Timoneda Abstract Encoder-decoder Large Language Models (LLMs), such as BERT and RoBERTa, require that all categories in an annotation task be sufficiently represented in the training data for optimal performance. However, it is often difficult to find sufficient examples for all categories in a task when building a high-quality training set. In this article, I describe this problem and propose a solution, the synthetic imputation approach. Leveraging a generative LLM (GPT-4o), this approach generates synthetic texts based on careful prompting and five original examples drawn randomly with replacement from the sample. This approach ensures that new synthetic texts are sufficiently different from the original texts to reduce overfitting, but retain the underlying substantive meaning of the examples to maximize out-of-sample performance. With 75 original examples or more, synthetic imputation's performance is on par with a full sample of original texts, and overfitting remains low, predictable and correctable with 50 original samples. The synthetic imputation approach provides a novel role for generative LLMs in research and allows applied researchers to balance their datasets for best performance. Yet many applied datasets suffer from imbalance problems: while researchers often have sufficient text instances for one or more categories, they do not for others. In fact, it is generally challenging to find sufficient representative examples for each category in the training set. In an annotation task with multiple categories, finding sufficient examples for each category may not be feasible due to resource constraints.

Despite the effort in vulnerability detection over the last two decades, memory safety vulnerabilities continue to be a critical problem. Recent reports suggest that the key solution is to migrate to memory-safe languages. To this end, C-to-Rust transpilation becomes popular to resolve memory-safety issues in C programs. Recent works propose C-to-Rust transpilation frameworks; however, a comprehensive evaluation dataset is missing. Although one solution is to put together a large enough dataset, this increases the analysis time in automated frameworks as well as in manual efforts for some cases. In this work, we build a method to select functions from a large set to construct a minimized yet representative dataset to evaluate the C-to-Rust transpilation. We propose C2RUST-BENCH that contains 2,905 functions, which are representative of C-to-Rust transpilation, selected from 15,503 functions of real-world programs.

Entity linking (EL) aligns textual mentions with their corresponding entities in a knowledge base, facilitating various applications such as semantic search and question answering. Recent advances in multimodal entity linking (MEL) have shown that combining text and images can reduce ambiguity and improve alignment accuracy. However, most existing MEL methods overlook the rich structural information available in the form of knowledge-graph (KG) triples. In this paper, we propose KGMEL, a novel framework that leverages KG triples to enhance MEL. Specifically, it operates in three stages: (1) Generation: Produces high-quality triples for each mention by employing vision-language models based on its text and images. (2) Retrieval: Learns joint mention-entity representations, via contrastive learning, that integrate text, images, and (generated or KG) triples to retrieve candidate entities for each mention. (3) Reranking: Refines the KG triples of the candidate entities and employs large language models to identify the best-matching entity for the mention. Extensive experiments on benchmark datasets demonstrate that KGMEL outperforms existing methods. Our code and datasets are available at: https://github.com/juyeonnn/KGMEL.

Detecting collaborative and problem-solving behaviours from digital traces to interpret students' collaborative problem solving (CPS) competency is a long-term goal in the Artificial Intelligence in Education (AIEd) field. Although multimodal data and advanced models are argued to have the potential to detect complex CPS behaviours, empirical evidence on their value remains limited with some contrasting evidence. In this study, we investigated the potential of multimodal data to improve model performance in diagnosing 78 secondary school students' CPS subskills and indicators in authentic educational settings. In particular, text embeddings from verbal data and acoustic embed-dings from audio data were used in a multimodal classification model for CPS diagnosis. Both unimodal and multimodal transformer-based models outperformed traditional models in detecting CPS classes. Although the inclusion of multimodality did not improve the performance of traditional unimodal models, its integration into transformer-based models demonstrated improved performance for diagnosing social-cognitive CPS classes compared to unimodal transformer-based models. Based on the results, the paper argues that multimodality and the selection of a particular modelling technique should not be taken for granted to achieve the best performance in the automated detection of every CPS subskill and indicator. Rather, their value is limited to certain types of CPS indicators, affected by the complexity of the labels, and dependent on the composition of indicators in the dataset. We conclude the paper by discussing the required nuance when considering the value of LLMs and multimodality in automated CPS diagnosis, highlighting the need for human-AI complementarity, and proposing the exploration of relevant model architectures and techniques to improve CPS diagnosis in authentic educational contexts.

While large language models (LLMs) have been widely applied to code generation, they struggle with generating entire deep learning projects, which are characterized by complex structures, longer functions, and stronger reliance on domain knowledge than general-purpose code. An open-domain LLM often lacks coherent contextual guidance and domain expertise for specific projects, making it challenging to produce complete code that fully meets user requirements. In this paper, we propose a novel planning-guided code generation method, DLCodeGen, tailored for generating deep learning projects. DLCodeGen predicts a structured solution plan, offering global guidance for LLMs to generate the project. The generated plan is then leveraged to retrieve semantically analogous code samples and subsequently abstract a code template. To effectively integrate these multiple retrieval-augmented techniques, a comparative learning mechanism is designed to generate the final code. We validate the effectiveness of our approach on a dataset we build for deep learning code generation. Experimental results demonstrate that DLCodeGen outperforms other baselines, achieving improvements of 9.7% in CodeBLEU and 3.6% in human evaluation metrics.

Large Language Models (LLMs) have significantly enhanced the capabilities of information access systems, especially with retrieval-augmented generation (RAG). Nevertheless, the evaluation of RAG systems remains a barrier to continued progress, a challenge we tackle in this work by proposing an automatic evaluation framework that is validated against human annotations. We believe that the nugget evaluation methodology provides a solid foundation for evaluating RAG systems. This approach, originally developed for the TREC Question Answering (QA) Track in 2003, evaluates systems based on atomic facts that should be present in good answers. Our efforts focus on "refactoring" this methodology, where we describe the AutoNuggetizer framework that specifically applies LLMs to both automatically create nuggets and automatically assign nuggets to system answers. In the context of the TREC 2024 RAG Track, we calibrate a fully automatic approach against strategies where nuggets are created manually or semi-manually by human assessors and then assigned manually to system answers. Based on results from a community-wide evaluation, we observe strong agreement at the run level between scores derived from fully automatic nugget evaluation and human-based variants. The agreement is stronger when individual framework components such as nugget assignment are automated independently. This suggests that our evaluation framework provides tradeoffs between effort and quality that can be used to guide the development of future RAG systems. However, further research is necessary to refine our approach, particularly in establishing robust per-topic agreement to diagnose system failures effectively.

This study investigates the capabilities of large language models (LLMs), specifically ChatGPT, in annotating MT outputs based on an error typology. In contrast to previous work focusing mainly on general language, we explore ChatGPT's ability to identify and categorise errors in specialised translations. By testing two different prompts and based on a customised error typology, we compare ChatGPT annotations with human expert evaluations of translations produced by DeepL and ChatGPT itself. The results show that, for translations generated by DeepL, recall and precision are quite high. However, the degree of accuracy in error categorisation depends on the prompt's specific features and its level of detail, ChatGPT performing very well with a detailed prompt. When evaluating its own translations, ChatGPT achieves significantly poorer results, revealing limitations with self-assessment. These results highlight both the potential and the limitations of LLMs for translation evaluation, particularly in specialised domains. Our experiments pave the way for future research on open-source LLMs, which could produce annotations of comparable or even higher quality. In the future, we also aim to test the practical effectiveness of this automated evaluation in the context of translation training, particularly by optimising the process of human evaluation by teachers and by exploring the impact of annotations by LLMs on students' post-editing and translation learning.

Enhancing computational efficiency and reducing deployment costs for large language models (LLMs) have become critical challenges in various resource-constrained scenarios. In this work, we present DistilQwen2.5, a family of distilled, lightweight LLMs derived from the public Qwen2.5 models. These distilled models exhibit enhanced instruction-following capabilities compared to the original models based on a series of distillation techniques that incorporate knowledge from much larger LLMs. In our industrial practice, we first leverage powerful proprietary LLMs with varying capacities as multi-agent teachers to select, rewrite, and refine instruction-response pairs that are more suitable for student LLMs to learn. After standard fine-tuning, we further leverage a computationally efficient model fusion approach that enables student models to progressively integrate fine-grained hidden knowledge from their teachers. Experimental evaluations demonstrate that the distilled models possess significantly stronger capabilities than their original checkpoints. Additionally, we present use cases to illustrate the applications of our framework in real-world scenarios. To facilitate practical use, we have released all the DistilQwen2.5 models to the open-source community.

In NLP, fine-tuning LLMs is effective for various applications but requires high-quality annotated data. However, manual annotation of data is labor-intensive, time-consuming, and costly. Therefore, LLMs are increasingly used to automate the process, often employing in-context learning (ICL) in which some examples related to the task are given in the prompt for better performance. However, manually selecting context examples can lead to inefficiencies and suboptimal model performance. This paper presents comprehensive experiments comparing several LLMs, considering different embedding models, across various datasets for the Named Entity Recognition (NER) task. The evaluation encompasses models with approximately $7$B and $70$B parameters, including both proprietary and non-proprietary models. Furthermore, leveraging the success of Retrieval-Augmented Generation (RAG), it also considers a method that addresses the limitations of ICL by automatically retrieving contextual examples, thereby enhancing performance. The results highlight the importance of selecting the appropriate LLM and embedding model, understanding the trade-offs between LLM sizes and desired performance, and the necessity to direct research efforts towards more challenging datasets.

The process of creating educational materials is both time-consuming and demanding for educators. This research explores the potential of Large Language Models (LLMs) to streamline this task by automating the generation of extended reading materials and relevant course suggestions. Using the TED-Ed Dig Deeper sections as an initial exploration, we investigate how supplementary articles can be enriched with contextual knowledge and connected to additional learning resources. Our method begins by generating extended articles from video transcripts, leveraging LLMs to include historical insights, cultural examples, and illustrative anecdotes. A recommendation system employing semantic similarity ranking identifies related courses, followed by an LLM-based refinement process to enhance relevance. The final articles are tailored to seamlessly integrate these recommendations, ensuring they remain cohesive and informative. Experimental evaluations demonstrate that our model produces high-quality content and accurate course suggestions, assessed through metrics such as Hit Rate, semantic similarity, and coherence. Our experimental analysis highlight the nuanced differences between the generated and existing materials, underscoring the model's capacity to offer more engaging and accessible learning experiences. This study showcases how LLMs can bridge the gap between core content and supplementary learning, providing students with additional recommended resources while also assisting teachers in designing educational materials.