Jingheng Ye

Jingheng Ye, Huiqi Zou, Simon Yu et al.

AI coding agents are increasingly embedded in real-world software development, collaborating with human developers while gaining broader access to codebases and tools. This creates a new attack surface: an agent can exploit human trust to sabotage development, for instance by inserting malicious code to accomplish a hidden side task. Most prior work studies AI sabotage in AI-only settings, paying limited attention to the role of human oversight in detecting and mitigating such malicious behavior. To address this gap, we conduct the first large-scale study of human oversight in AI coding sabotage. Over 100 participants collaborate with one of four frontier models (Claude-Opus-4.6, GPT-5.4, Gemini-3.1-Pro, and MiniMax-M2.7) on a long-horizon coding task lasting around five hours, designed to mimic real-world workflows. We find that 94% of developers fail to detect sabotage, and our analysis of participant feedback attributes this vulnerability to minimal code review, plausible cover story, and overtrust in agents. We further test the effectiveness of a safety monitor in one condition: while the monitor reduces sabotage success, 56% of participants still accept the malicious code, ignoring its warnings. Drawing on participant feedback, we offer actionable suggestions for better monitor design. This work complements existing AI safety research and highlights an urgent need for human-centric safety mechanisms that account for human factors, particularly in long-horizon, real-world development settings.

Jingheng Ye, Yinghui Li, Shirong Ma et al.

Chinese Grammatical Error Correction (CGEC) aims to automatically detect and correct grammatical errors contained in Chinese text. In the long term, researchers regard CGEC as a task with a certain degree of uncertainty, that is, an ungrammatical sentence may often have multiple references. However, we argue that even though this is a very reasonable hypothesis, it is too harsh for the intelligence of the mainstream models in this era. In this paper, we first discover that multiple references do not actually bring positive gains to model training. On the contrary, it is beneficial to the CGEC model if the model can pay attention to small but essential data during the training process. Furthermore, we propose a simple yet effective training strategy called OneTarget to improve the focus ability of the CGEC models and thus improve the CGEC performance. Extensive experiments and detailed analyses demonstrate the correctness of our discovery and the effectiveness of our proposed method.

Jingheng Ye, Zishan Xu, Yinghui Li et al.

The paper focuses on the interpretability of Grammatical Error Correction (GEC) evaluation metrics, which received little attention in previous studies. To bridge the gap, we introduce **CLEME2.0**, a reference-based metric describing four fundamental aspects of GEC systems: hit-correction, wrong-correction, under-correction, and over-correction. They collectively contribute to exposing critical qualities and locating drawbacks of GEC systems. Evaluating systems by combining these aspects also leads to superior human consistency over other reference-based and reference-less metrics. Extensive experiments on two human judgment datasets and six reference datasets demonstrate the effectiveness and robustness of our method, achieving a new state-of-the-art result. Our codes are released at https://github.com/THUKElab/CLEME.

Haojing Huang, Jingheng Ye, Qingyu Zhou et al.

In recent years, Chinese Spelling Check (CSC) has been greatly improved by designing task-specific pre-training methods or introducing auxiliary tasks, which mostly solve this task in an end-to-end fashion. In this paper, we propose to decompose the CSC workflow into detection, reasoning, and searching subtasks so that the rich external knowledge about the Chinese language can be leveraged more directly and efficiently. Specifically, we design a plug-and-play detection-and-reasoning module that is compatible with existing SOTA non-autoregressive CSC models to further boost their performance. We find that the detection-and-reasoning module trained for one model can also benefit other models. We also study the primary interpretability provided by the task decomposition. Extensive experiments and detailed analyses demonstrate the effectiveness and competitiveness of the proposed module.

Jingheng Ye, Yong Jiang, Xiaobin Wang et al.

This paper introduces the task of product demand clarification within an e-commercial scenario, where the user commences the conversation with ambiguous queries and the task-oriented agent is designed to achieve more accurate and tailored product searching by asking clarification questions. To address this task, we propose ProductAgent, a conversational information seeking agent equipped with abilities of strategic clarification question generation and dynamic product retrieval. Specifically, we develop the agent with strategies for product feature summarization, query generation, and product retrieval. Furthermore, we propose the benchmark called PROCLARE to evaluate the agent's performance both automatically and qualitatively with the aid of a LLM-driven user simulator. Experiments show that ProductAgent interacts positively with the user and enhances retrieval performance with increasing dialogue turns, where user demands become gradually more explicit and detailed. All the source codes will be released after the review anonymity period.

Jingheng Ye, Shang Qin, Yinghui Li et al.

Existing studies explore the explainability of Grammatical Error Correction (GEC) in a limited scenario, where they ignore the interaction between corrections and explanations and have not established a corresponding comprehensive benchmark. To bridge the gap, this paper first introduces the task of EXplainable GEC (EXGEC), which focuses on the integral role of correction and explanation tasks. To facilitate the task, we propose EXCGEC, a tailored benchmark for Chinese EXGEC consisting of 8,216 explanation-augmented samples featuring the design of hybrid edit-wise explanations. We then benchmark several series of LLMs in multi-task learning settings, including post-explaining and pre-explaining. To promote the development of the task, we also build a comprehensive evaluation suite by leveraging existing automatic metrics and conducting human evaluation experiments to demonstrate the human consistency of the automatic metrics for free-text explanations. Our experiments reveal the effectiveness of evaluating free-text explanations using traditional metrics like METEOR and ROUGE, and the inferior performance of multi-task models compared to the pipeline solution, indicating its challenges to establish positive effects in learning both tasks.

Jingheng Ye, Yinghui Li, Yangning Li et al.

Data Augmentation through generating pseudo data has been proven effective in mitigating the challenge of data scarcity in the field of Grammatical Error Correction (GEC). Various augmentation strategies have been widely explored, most of which are motivated by two heuristics, i.e., increasing the distribution similarity and diversity of pseudo data. However, the underlying mechanism responsible for the effectiveness of these strategies remains poorly understood. In this paper, we aim to clarify how data augmentation improves GEC models. To this end, we introduce two interpretable and computationally efficient measures: Affinity and Diversity. Our findings indicate that an excellent GEC data augmentation strategy characterized by high Affinity and appropriate Diversity can better improve the performance of GEC models. Based on this observation, we propose MixEdit, a data augmentation approach that strategically and dynamically augments realistic data, without requiring extra monolingual corpora. To verify the correctness of our findings and the effectiveness of the proposed MixEdit, we conduct experiments on mainstream English and Chinese GEC datasets. The results show that MixEdit substantially improves GEC models and is complementary to traditional data augmentation methods.

Yibo Yan, Shen Wang, Jiahao Huo et al.

Scientific reasoning, the process through which humans apply logic, evidence, and critical thinking to explore and interpret scientific phenomena, is essential in advancing knowledge reasoning across diverse fields. However, despite significant progress, current scientific reasoning models still struggle with generalization across domains and often fall short of multimodal perception. Multimodal Large Language Models (MLLMs), which integrate text, images, and other modalities, present an exciting opportunity to overcome these limitations and enhance scientific reasoning. Therefore, this position paper argues that MLLMs can significantly advance scientific reasoning across disciplines such as mathematics, physics, chemistry, and biology. First, we propose a four-stage research roadmap of scientific reasoning capabilities, and highlight the current state of MLLM applications in scientific reasoning, noting their ability to integrate and reason over diverse data types. Second, we summarize the key challenges that remain obstacles to achieving MLLM's full potential. To address these challenges, we propose actionable insights and suggestions for the future. Overall, our work offers a novel perspective on MLLM integration with scientific reasoning, providing the LLM community with a valuable vision for achieving Artificial General Intelligence (AGI).

Jingheng Ye, Shen Wang, Deqing Zou et al.

While recent efforts have begun integrating large language models (LLMs) into English education, they often rely on traditional approaches to learning tasks without fully embracing educational methodologies, thus lacking adaptability to language learning. To address this gap, we argue that LLMs have the potential to serve as effective tutors in English Education. Specifically, LLMs can play three critical roles: (1) as data enhancers, improving the creation of learning materials or serving as student simulations; (2) as task predictors, serving as learner assessment or optimizing learning pathway; and (3) as agents, enabling personalized and inclusive education. We encourage interdisciplinary research to explore these roles, fostering innovation while addressing challenges and risks, ultimately advancing English Education through the thoughtful integration of LLMs.

Jiamin Su, Yibo Yan, Fangteng Fu et al.

Automated Essay Scoring (AES) plays a crucial role in educational assessment by providing scalable and consistent evaluations of writing tasks. However, traditional AES systems face three major challenges: (1) reliance on handcrafted features that limit generalizability, (2) difficulty in capturing fine-grained traits like coherence and argumentation, and (3) inability to handle multimodal contexts. In the era of Multimodal Large Language Models (MLLMs), we propose EssayJudge, the first multimodal benchmark to evaluate AES capabilities across lexical-, sentence-, and discourse-level traits. By leveraging MLLMs' strengths in trait-specific scoring and multimodal context understanding, EssayJudge aims to offer precise, context-rich evaluations without manual feature engineering, addressing longstanding AES limitations. Our experiments with 18 representative MLLMs reveal gaps in AES performance compared to human evaluation, particularly in discourse-level traits, highlighting the need for further advancements in MLLM-based AES research.

Jiwei Tang, Zhicheng Zhang, Shunlong Wu et al.

Large language models (LLMs) have achieved impressive performance in a variety of natural language processing (NLP) tasks. However, when applied to long-context scenarios, they face two challenges, i.e., low computational efficiency and much redundant information. This paper introduces GMSA, a context compression framework based on the encoder-decoder architecture, which addresses these challenges by reducing input sequence length and redundant information. Structurally, GMSA has two key components: Group Merging and Layer Semantic Alignment (LSA). Group merging is used to effectively and efficiently extract summary vectors from the original context. Layer semantic alignment, on the other hand, aligns the high-level summary vectors with the low-level primary input semantics, thus bridging the semantic gap between different layers. In the training process, GMSA first learns soft tokens that contain complete semantics through autoencoder training. To furtherly adapt GMSA to downstream tasks, we propose Knowledge Extraction Fine-tuning (KEFT) to extract knowledge from the soft tokens for downstream tasks. We train GMSA by randomly sampling the compression rate for each sample in the dataset. Under this condition, GMSA not only significantly outperforms the traditional compression paradigm in context restoration but also achieves stable and significantly faster convergence with only a few encoder layers. In downstream question-answering (QA) tasks, GMSA can achieve approximately a 2x speedup in end-to-end inference while outperforming both the original input prompts and various state-of-the-art (SOTA) methods by a large margin.

Deqing Zou, Jingheng Ye, Yulu Liu et al.

Grammatical error classification plays a crucial role in language learning systems, but existing classification taxonomies often lack rigorous validation, leading to inconsistencies and unreliable feedback. In this paper, we revisit previous classification taxonomies for grammatical errors by introducing a systematic and qualitative evaluation framework. Our approach examines four aspects of a taxonomy, i.e., exclusivity, coverage, balance, and usability. Then, we construct a high-quality grammatical error classification dataset annotated with multiple classification taxonomies and evaluate them grounding on our proposed evaluation framework. Our experiments reveal the drawbacks of existing taxonomies. Our contributions aim to improve the precision and effectiveness of error analysis, providing more understandable and actionable feedback for language learners.

Jingheng Ye, Shang Qin, Yinghui Li et al.

Grammatical Error Correction (GEC) faces a critical challenge concerning explainability, notably when GEC systems are designed for language learners. Existing research predominantly focuses on explaining grammatical errors extracted in advance, thus neglecting the relationship between explanations and corrections. To address this gap, we introduce EXGEC, a unified explainable GEC framework that integrates explanation and correction tasks in a generative manner, advocating that these tasks mutually reinforce each other. Experiments have been conducted on EXPECT, a recent human-labeled dataset for explainable GEC, comprising around 20k samples. Moreover, we detect significant noise within EXPECT, potentially compromising model training and evaluation. Therefore, we introduce an alternative dataset named EXPECT-denoised, ensuring a more objective framework for training and evaluation. Results on various NLP models (BART, T5, and Llama3) show that EXGEC models surpass single-task baselines in both tasks, demonstrating the effectiveness of our approach.

Jingheng Ye, Shen Wang, Jiaqi Chen et al.

Large Language Models (LLMs) have transformed artificial intelligence, offering profound opportunities for educational applications. However, their ability to provide fine-grained educational feedback for K-12 English writing remains underexplored. In this paper, we challenge the error analysis and pedagogical skills of LLMs by introducing the problem of Fine-grained Error Analysis for English Learners and present the Fine-grained Error ANalysis for English Learners (FEANEL) Benchmark. The benchmark comprises 1,000 essays written by elementary and secondary school students, and a well-developed English writing error taxonomy. Each error is annotated by language education experts and categorized by type, severity, and explanatory feedback, using a part-of-speech-based taxonomy they co-developed. We evaluate state-of-the-art LLMs on the FEANEL Benchmark to explore their error analysis and pedagogical abilities. Experimental results reveal significant gaps in current LLMs' ability to perform fine-grained error analysis, highlighting the need for advancements in particular methods for educational applications.

Shang Qin, Jingheng Ye, Yinghui Li et al.

The growing demand for automated writing assistance in diverse academic domains highlights the need for robust Chinese Grammatical Error Correction (CGEC) systems that can adapt across disciplines. However, existing CGEC research largely lacks dedicated benchmarks for multi-disciplinary academic writing, overlooking continual learning (CL) as a promising solution to handle domain-specific linguistic variation and prevent catastrophic forgetting. To fill this crucial gap, we introduce CL$^2$GEC, the first Continual Learning benchmark for Chinese Literature Grammatical Error Correction, designed to evaluate adaptive CGEC across multiple academic fields. Our benchmark includes 10,000 human-annotated sentences spanning 10 disciplines, each exhibiting distinct linguistic styles and error patterns. CL$^2$GEC focuses on evaluating grammatical error correction in a continual learning setting, simulating sequential exposure to diverse academic disciplines to reflect real-world editorial dynamics. We evaluate large language models under sequential tuning, parameter-efficient adaptation, and four representative CL algorithms, using both standard GEC metrics and continual learning metrics adapted to task-level variation. Experimental results reveal that regularization-based methods mitigate forgetting more effectively than replay-based or naive sequential approaches. Our benchmark provides a rigorous foundation for future research in adaptive grammatical error correction across diverse academic domains.

Jingheng Ye, Yinghui Li, Qingyu Zhou et al.

Evaluating the performance of Grammatical Error Correction (GEC) systems is a challenging task due to its subjectivity. Designing an evaluation metric that is as objective as possible is crucial to the development of GEC task. However, mainstream evaluation metrics, i.e., reference-based metrics, introduce bias into the multi-reference evaluation by extracting edits without considering the presence of multiple references. To overcome this issue, we propose Chunk-LEvel Multi-reference Evaluation (CLEME), designed to evaluate GEC systems in the multi-reference evaluation setting. CLEME builds chunk sequences with consistent boundaries for the source, the hypothesis and references, thus eliminating the bias caused by inconsistent edit boundaries. Furthermore, we observe the consistent boundary could also act as the boundary of grammatical errors, based on which the F$_{0.5}$ score is then computed following the correction independence assumption. We conduct experiments on six English reference sets based on the CoNLL-2014 shared task. Extensive experiments and detailed analyses demonstrate the correctness of our discovery and the effectiveness of CLEME. Further analysis reveals that CLEME is robust to evaluate GEC systems across reference sets with varying numbers of references and annotation style.