Predicting suicide risk from online postings in Reddit : the UGent-IDLab submission to the CLPysch 2019 Shared Task A

This paper describes IDLab’s text classification systems submitted to Task A as part of the CLPsych 2019 shared task. The aim of this shared task was to develop automated systems that predict the degree of suicide risk of people based on their posts on Reddit. Bag-of-words features, emotion features and post level predictions are used to derive user-level predictions. Linear models and ensembles of these models are used to predict final scores. We find that predicting fine-grained risk levels is much more difficult than flagging potentially at-risk users. Furthermore, we do not find clear added value from building richer ensembles compared to simple baselines, given the available training data and the nature of the prediction task

Learning from Partially Annotated Data: Example-aware Creation of Gap-filling Exercises for Language Learning

Since performing exercises (including, e.g., practice tests) forms a crucial component of learning, and creating such exercises requires non-trivial effort from the teacher. There is a great value in automatic exercise generation in digital tools in education. In this paper, we particularly focus on automatic creation of gapfilling exercises for language learning, specifically grammar exercises. Since providing any annotation in this domain requires human expert effort, we aim to avoid it entirely and explore the task of converting existing texts into new gap-filling exercises, purely based on an example exercise, without explicit instruction or detailed annotation of the intended grammar topics. We contribute (i) a novel neural network architecture specifically designed for aforementioned gap-filling exercise generation task, and (ii) a real-world benchmark dataset for French grammar. We show that our model for this French grammar gap-filling exercise generation outperforms a competitive baseline classifier by 8% in F1 percentage points, achieving an average F1 score of 82%. Our model implementation and the dataset are made publicly available to foster future research, thus offering a standardized evaluation and baseline solution of the proposed partially annotated data prediction task in grammar exercise creation.Comment: 12 pages, Accepted in the 18th Workshop on Innovative Use of NLP for Building Educational Application

Zero-Shot Cross-Lingual Sentiment Classification under Distribution Shift: an Exploratory Study

The brittleness of finetuned language model performance on out-of-distribution (OOD) test samples in unseen domains has been well-studied for English, yet is unexplored for multi-lingual models. Therefore, we study generalization to OOD test data specifically in zero-shot cross-lingual transfer settings, analyzing performance impacts of both language and domain shifts between train and test data. We further assess the effectiveness of counterfactually augmented data (CAD) in improving OOD generalization for the cross-lingual setting, since CAD has been shown to benefit in a monolingual English setting. Finally, we propose two new approaches for OOD generalization that avoid the costly annotation process associated with CAD, by exploiting the power of recent large language models (LLMs). We experiment with 3 multilingual models, LaBSE, mBERT, and XLM-R trained on English IMDb movie reviews, and evaluate on OOD test sets in 13 languages: Amazon product reviews, Tweets, and Restaurant reviews. Results echo the OOD performance decline observed in the monolingual English setting. Further, (i) counterfactuals from the original high-resource language do improve OOD generalization in the low-resource language, and (ii) our newly proposed cost-effective approaches reach similar or up to +3.1% better accuracy than CAD for Amazon and Restaurant reviews.Comment: The 3rd Workshop on Multilingual Representation Learning (MRL@EMNLP2023

CAW-coref: Conjunction-Aware Word-level Coreference Resolution

State-of-the-art coreference resolutions systems depend on multiple LLM calls per document and are thus prohibitively expensive for many use cases (e.g., information extraction with large corpora). The leading word-level coreference system (WL-coref) attains 96.6% of these SOTA systems' performance while being much more efficient. In this work, we identify a routine yet important failure case of WL-coref: dealing with conjoined mentions such as 'Tom and Mary'. We offer a simple yet effective solution that improves the performance on the OntoNotes test set by 0.9% F1, shrinking the gap between efficient word-level coreference resolution and expensive SOTA approaches by 34.6%. Our Conjunction-Aware Word-level coreference model (CAW-coref) and code is available at https://github.com/KarelDO/wl-coref.Comment: Accepted at CRAC 202

Learning to Reuse Distractors to support Multiple Choice Question Generation in Education

Multiple choice questions (MCQs) are widely used in digital learning systems, as they allow for automating the assessment process. However, due to the increased digital literacy of students and the advent of social media platforms, MCQ tests are widely shared online, and teachers are continuously challenged to create new questions, which is an expensive and time-consuming task. A particularly sensitive aspect of MCQ creation is to devise relevant distractors, i.e., wrong answers that are not easily identifiable as being wrong. This paper studies how a large existing set of manually created answers and distractors for questions over a variety of domains, subjects, and languages can be leveraged to help teachers in creating new MCQs, by the smart reuse of existing distractors. We built several data-driven models based on context-aware question and distractor representations, and compared them with static feature-based models. The proposed models are evaluated with automated metrics and in a realistic user test with teachers. Both automatic and human evaluations indicate that context-aware models consistently outperform a static feature-based approach. For our best-performing context-aware model, on average 3 distractors out of the 10 shown to teachers were rated as high-quality distractors. We create a performance benchmark, and make it public, to enable comparison between different approaches and to introduce a more standardized evaluation of the task. The benchmark contains a test of 298 educational questions covering multiple subjects & languages and a 77k multilingual pool of distractor vocabulary for future research.Comment: 24 pages and 4 figures Accepted for publication in IEEE Transactions on Learning technologie

EduQG : a multi-format multiple-choice dataset for the educational domain

Natural language processing technology has made significant progress in recent years, fuelled by increasingly powerful general language models. This has also inspired a sizeable body of work targeted specifically towards the educational domain, where the creation of questions (both for assessment and practice) is a laborious/expensive effort. Thus, automatic Question-Generation (QG) solutions have been proposed and studied. Yet, according to a recent survey of the educational QG community's progress, a common baseline dataset unifying multiple domains and question forms (e.g., multiple choice vs. fill-the-gap), including readily available baseline models to compare against, is largely missing. This is the gap we aim to fill with this paper. In particular, we introduce a high-quality dataset in the educational domain, containing over 3,000 entries, comprising (i) multiple-choice questions, (ii) the corresponding answers (including distractors), and (iii) associated passages from the course material used as sources for the questions. Each question is phrased in two forms, normal and cloze (i.e., fill-the-gap), and correct answers are linked to source documents with sentence-level annotations. Thus, our versatile dataset can be used for both question and distractor generation, as well as to explore new challenges such as question format conversion. Furthermore, 903 questions are accompanied by their cognitive complexity level as per Bloom's taxonomy. All questions have been generated by educational experts rather than crowd workers to ensure they are maintaining educational and learning standards. Our analysis and experiments suggest distinguishable differences between our dataset and commonly used ones for question generation for educational purposes. We believe this new dataset can serve as a valuable resource for research and evaluation in the educational domain. The dataset and baselines are made available to support further research in question generation for education (https://github.com/hadifar/question-generation)

Learning from partially annotated data : example-aware creation of gap-filling exercises for language learning

Since performing exercises (including, e.g.,practice tests) forms a crucial component oflearning, and creating such exercises requiresnon-trivial effort from the teacher. There is agreat value in automatic exercise generationin digital tools in education. In this paper, weparticularly focus on automatic creation of gap-filling exercises for language learning, specifi-cally grammar exercises. Since providing anyannotation in this domain requires human ex-pert effort, we aim to avoid it entirely and ex-plore the task of converting existing texts intonew gap-filling exercises, purely based on anexample exercise, without explicit instructionor detailed annotation of the intended gram-mar topics. We contribute (i) a novel neuralnetwork architecture specifically designed foraforementioned gap-filling exercise generationtask, and (ii) a real-world benchmark datasetfor French grammar. We show that our modelfor this French grammar gap-filling exercisegeneration outperforms a competitive baselineclassifier by 8% in F1 percentage points, achiev-ing an average F1 score of 82%. Our model im-plementation and the dataset are made publiclyavailable to foster future research, thus offeringa standardized evaluation and baseline solutionof the proposed partially annotated data predic-tion task in grammar exercise creation