This shared task has aimed to assess pedagogical abilities of AI tutors powered by large language models (LLMs), focusing on evaluating the quality of tutor responses aimed at student's mistake remediation within educational dialogues. The task consisted of five tracks designed to automatically evaluate the AI tutor's performance across key dimensions of mistake identification, precise location of the mistake, providing guidance, and feedback actionability, grounded in learning science principles that define good and effective tutor responses, as well as the track focusing on detection of the tutor identity. The task attracted over 50 international teams across all tracks. The submitted models were evaluated against gold-standard human annotations, and the results, while promising, show that there is still significant room for improvement in this domain: the best results for the four pedagogical ability assessment tracks range between macro F1 scores of 58.34 (for providing guidance) and 71.81 (for mistake identification) on three-class problems, with the best F1 score in the tutor identification track reaching 96.98 on a 9-class task. In this paper, we overview the main findings of the shared task, discuss the approaches taken by the teams, and analyze their performance. All resources associated with this task are made publicly available to support future research in this critical domain.

Computer-assisted language learning -- CALL -- is an established research field. We review how artificial intelligence can be applied to support language learning and teaching. The need for intelligent agents that assist language learners and teachers is increasing: the human teacher's time is a scarce and costly resource, which does not scale with growing demand. Further factors contribute to the need for CALL: pandemics and increasing demand for distance learning, migration of large populations, the need for sustainable and affordable support for learning, etc. CALL systems are made up of many components that perform various functions, and AI is applied to many different aspects in CALL, corresponding to their own expansive research areas. Most of what we find in the research literature and in practical use are prototypes or partial implementations -- systems that perform some aspects of the overall desired functionality. Complete solutions -- most of them commercial -- are few, because they require massive resources. Recent advances in AI should result in improvements in CALL, yet there is a lack of surveys that focus on AI in the context of this research field. This paper aims to present a perspective on the AI methods that can be employed for language learning from a position of a developer of a CALL system. We also aim to connect work from different disciplines, to build bridges for interdisciplinary work.

The role of large language models (LLMs) in education is an increasing area of interest today, considering the new opportunities they offer for teaching, learning, and assessment. This cutting-edge tutorial provides an overview of the educational applications of NLP and the impact that the recent advances in LLMs have had on this field. We will discuss the key challenges and opportunities presented by LLMs, grounding them in the context of four major educational applications: reading, writing, and speaking skills, and intelligent tutoring systems (ITS). This COLING 2025 tutorial is designed for researchers and practitioners interested in the educational applications of NLP and the role LLMs have to play in this area. It is the first of its kind to address this timely topic.

This study explores enhancing grammatical error correction (GEC) through artificial error generation (AEG) using language models (LMs). Specifically, we fine-tune Llama 2-based LMs for error generation and find that this approach yields synthetic errors akin to human errors. Next, we train GEC Llama models with the help of these artificial errors and outperform previous state-of-the-art error correction models, with gains ranging between 0.8 and 6 F0.5 points across all tested languages (German, Ukrainian, and Estonian). Moreover, we demonstrate that generating errors by fine-tuning smaller sequence-to-sequence models and prompting large commercial LMs (GPT-3.5 and GPT-4) also results in synthetic errors beneficially affecting error generation models.

We introduce Edu-ConvoKit, an open-source library designed to handle pre-processing, annotation and analysis of conversation data in education. Resources for analyzing education conversation data are scarce, making the research challenging to perform and therefore hard to access. We address these challenges with Edu-ConvoKit. Edu-ConvoKit is open-source (https://github.com/stanfordnlp/edu-convokit ), pip-installable (https://pypi.org/project/edu-convokit/ ), with comprehensive documentation (https://edu-convokit.readthedocs.io/en/latest/ ). Our demo video is available at: https://youtu.be/zdcI839vAko?si=h9qlnl76ucSuXb8- . We include additional resources, such as Colab applications of Edu-ConvoKit to three diverse education datasets and a repository of Edu-ConvoKit related papers, that can be found in our GitHub repository.

Progress in neural grammatical error correction (GEC) is hindered by the lack of annotated training data. Sufficient amounts of high-quality manually annotated data are not available, so recent research has relied on generating synthetic data, pretraining on it, and then fine-tuning on real datasets; performance gains have been achieved either by ensembling or by using huge pretrained models such as XXL-T5 as the backbone. In this work, we explore an orthogonal direction: how to use available data more efficiently. First, we propose auxiliary tasks that exploit the alignment between the original and corrected sentences, such as predicting a sequence of corrections. We formulate each task as a sequence-to-sequence problem and perform multi-task training. Second, we discover that the order of datasets used for training and even individual instances within a dataset may have important effects on the final performance, so we set out to find the best training schedule. Together, these two ideas lead to significant improvements, producing results that improve state of the art with much smaller models; in particular, we outperform the best models based on T5-XXL (11B parameters) with a BART-based model (400M parameters).

Native language identification (NLI) is the task of automatically identifying the native language (L1) of an individual based on their language production in a learned language. It is useful for a variety of purposes including marketing, security and educational applications. NLI is usually framed as a multi-label classification task, where numerous designed features are combined to achieve state-of-the-art results. Recently deep generative approach based on transformer decoders (GPT-2) outperformed its counterparts and achieved the best results on the NLI benchmark datasets. We investigate this approach to determine the practical implications compared to traditional state-of-the-art NLI systems. We introduce transformer adapters to address memory limitations and improve training/inference speed to scale NLI applications for production.

A subtype of artificial intelligence -- machine learning -- has received particular attention from experts for its potential impact on the world.

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They'll be coming into your life -- at least your business life -- sooner than you think. Though its time horizon can't be predicted,artificial intelligence (AI) promises to foundationally influence modern society, for better or worse. A sub-genre of AI -- machine learning -- has garnered particular attention from the pundits for its potential impact on the world's most important industries. Due to the resulting hype, massive amounts of talent and resources are entering this space. But what is machine learning and why should we care about it in the first place?