This paper introduces a cross-lingual statutory article retrieval (SAR) dataset designed to enhance legal information retrieval in multilingual settings. Our dataset features spoken-language-style legal inquiries in English, paired with corresponding Chinese versions and relevant statutes, covering all Taiwanese civil, criminal, and administrative laws. This dataset aims to improve access to legal information for non-native speakers, particularly for foreign nationals in Taiwan. We propose several LLM-based methods as baselines for evaluating retrieval effectiveness, focusing on mitigating translation errors and improving cross-lingual retrieval performance. Our work provides a valuable resource for developing inclusive legal information retrieval systems.

Using large language models, this paper presents techniques to improve extremely low-resourced indigenous language translations. Our approaches are grounded in the use of (1) the presence of a datastore consisting of a limited number of parallel translation examples, (2) the inherent capabilities of LLMs like GPT-3.5, and (3) a word-level translation dictionary. We harness the potential of LLMs and in-context learning techniques in such a setting for using LLMs as universal translators for extremely low-resourced languages. Our methodology hinges on utilizing LLMs as language compilers for selected language pairs, hypothesizing that they could internalize syntactic structures to facilitate accurate translation. We introduce three techniques: KNNPrompting with Retrieved Prompting Context, Chain-of-Thought Prompting and Learningfrom-Mistakes Prompting, with the last method addressing past errors. The evaluation results suggest that, even with limited corpora, LLMs can effectively translate extremely low-resource languages when paired with proper prompting.

In order to train children's ability to ask curiosity-driven questions, previous research has explored designing specific exercises relying on providing semantic and linguistic cues to help formulate such questions. But despite showing pedagogical efficiency, this method is still limited as it relies on generating the said cues by hand, which can be a very costly process. In this context, we propose to leverage advances in the natural language processing field (NLP) and investigate the efficiency of using a large language model (LLM) for automating the production of the pedagogical content of a curious question-asking (QA) training. We study generating the said content using the "prompt-based" method that consists of explaining the task to the LLM in natural text. We evaluate the output using human experts annotations and comparisons with hand-generated content. Results suggested indeed the relevance and usefulness of this content. We also conduct a field study in primary school (75 children aged 9-10), where we evaluate children's QA performance when having this training. We compare 3 types of content : 1) hand-generated content that proposes "closed" cues leading to predefined questions; 2) GPT-3-generated content that proposes the same type of cues; 3) GPT-3-generated content that proposes "open" cues leading to several possible questions. We see a similar QA performance between the two "closed" trainings (showing the scalability of the approach using GPT-3), and a better one for participants with the "open" training. These results suggest the efficiency of using LLMs to support children in generating more curious questions, using a natural language prompting approach that affords usability by teachers and other users not specialists of AI techniques. Furthermore, results also show that open-ended content may be more suitable for training curious question-asking skills.