A Machine Learning Approach For Opinion Holder Extraction In Arabic Language

Opinion mining aims at extracting useful subjective information from reliable amounts of text. Opinion mining holder recognition is a task that has not been considered yet in Arabic Language. This task essentially requires deep understanding of clauses structures. Unfortunately, the lack of a robust, publicly available, Arabic parser further complicates the research. This paper presents a leading research for the opinion holder extraction in Arabic news independent from any lexical parsers. We investigate constructing a comprehensive feature set to compensate the lack of parsing structural outcomes. The proposed feature set is tuned from English previous works coupled with our proposed semantic field and named entities features. Our feature analysis is based on Conditional Random Fields (CRF) and semi-supervised pattern recognition techniques. Different research models are evaluated via cross-validation experiments achieving 54.03 F-measure. We publicly release our own research outcome corpus and lexicon for opinion mining community to encourage further research

User sentiment detection: a YouTube use case

In this paper we propose an unsupervised lexicon-based approach to detect the sentiment polarity of user comments in YouTube. Polarity detection in social media content is challenging not only because of the existing limitations in current sentiment dictionaries but also due to the informal linguistic styles used by users. Present dictionaries fail to capture the sentiments of community-created terms. To address the challenge we adopted a data-driven approach and prepared a social media specific list of terms and phrases expressing user sentiments and opinions. Experimental evaluation shows the combinatorial approach has greater potential. Finally, we discuss many research challenges involving social media sentiment analysis

An Account of Opinion Implicatures

While previous sentiment analysis research has concentrated on the interpretation of explicitly stated opinions and attitudes, this work initiates the computational study of a type of opinion implicature (i.e., opinion-oriented inference) in text. This paper described a rule-based framework for representing and analyzing opinion implicatures which we hope will contribute to deeper automatic interpretation of subjective language. In the course of understanding implicatures, the system recognizes implicit sentiments (and beliefs) toward various events and entities in the sentence, often attributed to different sources (holders) and of mixed polarities; thus, it produces a richer interpretation than is typical in opinion analysis.Comment: 50 Pages. Submitted to the journal, Language Resources and Evaluatio

A model for providing emotion awareness and feedback using fuzzy logic in online learning

Monitoring users’ emotive states and using that information for providing feedback and scaffolding is crucial. In the learning context, emotions can be used to increase students’ attention as well as to improve memory and reasoning. In this context, tutors should be prepared to create affective learning situations and encourage collaborative knowledge construction as well as identify those students’ feelings which hinder learning process. In this paper, we propose a novel approach to label affective behavior in educational discourse based on fuzzy logic, which enables a human or virtual tutor to capture students’ emotions, make students aware of their own emotions, assess these emotions and provide appropriate affective feedback. To that end, we propose a fuzzy classifier that provides a priori qualitative assessment and fuzzy qualifiers bound to the amounts such as few, regular and many assigned by an affective dictionary to every word. The advantage of the statistical approach is to reduce the classical pollution problem of training and analyzing the scenario using the same dataset. Our approach has been tested in a real online learning environment and proved to have a very positive influence on students’ learning performance.Peer ReviewedPostprint (author's final draft