Ted Briscoe

Christopher Bryant, Zheng Yuan, Muhammad Reza Qorib et al.

Grammatical Error Correction (GEC) is the task of automatically detecting and correcting errors in text. The task not only includes the correction of grammatical errors, such as missing prepositions and mismatched subject-verb agreement, but also orthographic and semantic errors, such as misspellings and word choice errors respectively. The field has seen significant progress in the last decade, motivated in part by a series of five shared tasks, which drove the development of rule-based methods, statistical classifiers, statistical machine translation, and finally neural machine translation systems which represent the current dominant state of the art. In this survey paper, we condense the field into a single article and first outline some of the linguistic challenges of the task, introduce the most popular datasets that are available to researchers (for both English and other languages), and summarise the various methods and techniques that have been developed with a particular focus on artificial error generation. We next describe the many different approaches to evaluation as well as concerns surrounding metric reliability, especially in relation to subjective human judgements, before concluding with an overview of recent progress and suggestions for future work and remaining challenges. We hope that this survey will serve as comprehensive resource for researchers who are new to the field or who want to be kept apprised of recent developments.

Nadine El-Naggar, Tatsuki Kuribayashi, Ted Briscoe

Many of the thousands of attested languages share common configurations of features, creating a spectrum from typologically very rare (e.g., object-verb-subject word order) or impossible languages to very common combinations of features (e.g., subject-object-verb word order). One central question is under what conditions such typological tendencies can be predicted, and specifically whether the learning bias of language models (LMs) is sufficient to reproduce such patterns. In this study, we add one dimensionality to such analysis -- the learning scenario for LMs -- to explore its interaction with the inductive bias of LMs. Specifically, as a first study, we examine the effect of curriculum learning (CL), as a developmentally motivated learning scenario, i.e., starting with simpler sentences rather than randomly-ordered input. We expand existing LM-based exploration (El-Naggar et al., 2025a,b) with a simple CL variant and find that CL substantially impacts the apparent inductive bias of LMs.

Tuba Gokhan, Kexin Wang, Iryna Gurevych et al.

Regulatory documents, issued by governmental regulatory bodies, establish rules, guidelines, and standards that organizations must adhere to for legal compliance. These documents, characterized by their length, complexity and frequent updates, are challenging to interpret, requiring significant allocation of time and expertise on the part of organizations to ensure ongoing compliance. Regulatory Natural Language Processing (RegNLP) is a multidisciplinary field aimed at simplifying access to and interpretation of regulatory rules and obligations. We introduce a task of generating question-passages pairs, where questions are automatically created and paired with relevant regulatory passages, facilitating the development of regulatory question-answering systems. We create the ObliQA dataset, containing 27,869 questions derived from the collection of Abu Dhabi Global Markets (ADGM) financial regulation documents, design a baseline Regulatory Information Retrieval and Answer Generation (RIRAG) system and evaluate it with RePASs, a novel evaluation metric that tests whether generated answers accurately capture all relevant obligations while avoiding contradictions.

Tim Baumgärtner, Ted Briscoe, Iryna Gurevych

We present PeerQA, a real-world, scientific, document-level Question Answering (QA) dataset. PeerQA questions have been sourced from peer reviews, which contain questions that reviewers raised while thoroughly examining the scientific article. Answers have been annotated by the original authors of each paper. The dataset contains 579 QA pairs from 208 academic articles, with a majority from ML and NLP, as well as a subset of other scientific communities like Geoscience and Public Health. PeerQA supports three critical tasks for developing practical QA systems: Evidence retrieval, unanswerable question classification, and answer generation. We provide a detailed analysis of the collected dataset and conduct experiments establishing baseline systems for all three tasks. Our experiments and analyses reveal the need for decontextualization in document-level retrieval, where we find that even simple decontextualization approaches consistently improve retrieval performance across architectures. On answer generation, PeerQA serves as a challenging benchmark for long-context modeling, as the papers have an average size of 12k tokens. Our code and data is available at https://github.com/UKPLab/peerqa.

Nour Rabih, Chatrine Qwaider, Ted Briscoe

While Large Language Models (LLMs) can generate fluent Arabic text, their ability to reliably control readability levels remains unclear. We propose a multi-dimensional evaluation framework for Common European Framework of Reference for Language (CEFR)-controlled Arabic text generation, assessing whether instruction-following LLMs can serve as reliable generators for adaptive language learning. Our framework integrates controlled prompting, automatic readability prediction using a validated Taha-19 model, lexical constraint validation, and syntactic complexity profiling. Results show that structured prompting substantially improves CEFR alignment. In particular, CEFR-guided prompting with lexical constraints achieves the highest conformity to reference linguistic profiles (0.91 cosine similarity) and near-perfect agreement with predicted readability levels (0.99), while unconstrained prompting exhibits weak control. These findings establish an empirical foundation for integrating readability-aware Arabic text generation into adaptive educational systems.

Tatsuki Kuribayashi, Ryo Ueda, Ryo Yoshida et al.

The world's languages exhibit certain so-called typological or implicational universals; for example, Subject-Object-Verb (SOV) languages typically use postpositions. Explaining the source of such biases is a key goal of linguistics. We study word-order universals through a computational simulation with language models (LMs). Our experiments show that typologically-typical word orders tend to have lower perplexity estimated by LMs with cognitively plausible biases: syntactic biases, specific parsing strategies, and memory limitations. This suggests that the interplay of cognitive biases and predictability (perplexity) can explain many aspects of word-order universals. It also showcases the advantage of cognitively-motivated LMs, typically employed in cognitive modeling, in the simulation of language universals.

Kirill Chirkunov, Bashar Alhafni, Chatrine Qwaider et al.

Although Arabic is spoken by over 400 million people, advanced Arabic writing assistance tools remain limited. To address this gap, we present ARWI, a new writing assistant that helps learners improve essay writing in Modern Standard Arabic. ARWI is the first publicly available Arabic writing assistant to include a prompt database for different proficiency levels, an Arabic text editor, state-of-the-art grammatical error detection and correction, and automated essay scoring aligned with the Common European Framework of Reference standards for language attainment. Moreover, ARWI can be used to gather a growing auto-annotated corpus, facilitating further research on Arabic grammar correction and essay scoring, as well as profiling patterns of errors made by native speakers and non-native learners. A preliminary user study shows that ARWI provides actionable feedback, helping learners identify grammatical gaps, assess language proficiency, and guide improvement.

Youmna Farag, Josef Valvoda, Helen Yannakoudakis et al.

In this work, we systematically investigate how well current models of coherence can capture aspects of text implicated in discourse organisation. We devise two datasets of various linguistic alterations that undermine coherence and test model sensitivity to changes in syntax and semantics. We furthermore probe discourse embedding space and examine the knowledge that is encoded in representations of coherence. We hope this study shall provide further insight into how to frame the task and improve models of coherence assessment further. Finally, we make our datasets publicly available as a resource for researchers to use to test discourse coherence models.

Menglin Xia, Ekaterina Kochmar, Ted Briscoe

This paper addresses the task of readability assessment for the texts aimed at second language (L2) learners. One of the major challenges in this task is the lack of significantly sized level-annotated data. For the present work, we collected a dataset of CEFR-graded texts tailored for learners of English as an L2 and investigated text readability assessment for both native and L2 learners. We applied a generalization method to adapt models trained on larger native corpora to estimate text readability for learners, and explored domain adaptation and self-learning techniques to make use of the native data to improve system performance on the limited L2 data. In our experiments, the best performing model for readability on learner texts achieves an accuracy of 0.797 and PCC of $0.938$.

Menglin Xia, Ekaterina Kochmar, Ted Briscoe

Automating the assessment of learner summaries provides a useful tool for assessing learner reading comprehension. We present a summarization task for evaluating non-native reading comprehension and propose three novel approaches to automatically assess the learner summaries. We evaluate our models on two datasets we created and show that our models outperform traditional approaches that rely on exact word match on this task. Our best model produces quality assessments close to professional examiners.

Youmna Farag, Helen Yannakoudakis, Ted Briscoe

We demonstrate that current state-of-the-art approaches to Automated Essay Scoring (AES) are not well-suited to capturing adversarially crafted input of grammatical but incoherent sequences of sentences. We develop a neural model of local coherence that can effectively learn connectedness features between sentences, and propose a framework for integrating and jointly training the local coherence model with a state-of-the-art AES model. We evaluate our approach against a number of baselines and experimentally demonstrate its effectiveness on both the AES task and the task of flagging adversarial input, further contributing to the development of an approach that strengthens the validity of neural essay scoring models.

Ahmed H. Zaidi, Russell Moore, Ted Briscoe

The structure of curriculum plays a vital role in our learning process, both as children and adults. Presenting material in ascending order of difficulty that also exploits prior knowledge can have a significant impact on the rate of learning. However, the notion of difficulty and prior knowledge differs from person to person. Motivated by the need for a personalised curriculum, we present a novel method of curriculum learning for vocabulary words in the form of visual prompts. We employ a reinforcement learning model grounded in pedagogical theories that emulates the actions of a tutor. We simulate three students with different levels of vocabulary knowledge in order to evaluate the how well our model adapts to the environment. The results of the simulation reveal that through interaction, the model is able to identify the areas of weakness, as well as push students to the edge of their ZPD. We hypothesise that these methods can also be effective in training agents to learn language representations in a simulated environment where it has previously been shown that order of words and prior knowledge play an important role in the efficacy of language learning.

Youmna Farag, Marek Rei, Ted Briscoe

We propose a novel word embedding pre-training approach that exploits writing errors in learners' scripts. We compare our method to previous models that tune the embeddings based on script scores and the discrimination between correct and corrupt word contexts in addition to the generic commonly-used embeddings pre-trained on large corpora. The comparison is achieved by using the aforementioned models to bootstrap a neural network that learns to predict a holistic score for scripts. Furthermore, we investigate augmenting our model with error corrections and monitor the impact on performance. Our results show that our error-oriented approach outperforms other comparable ones which is further demonstrated when training on more data. Additionally, extending the model with corrections provides further performance gains when data sparsity is an issue.

Marek Rei, Mariano Felice, Zheng Yuan et al.

Shortage of available training data is holding back progress in the area of automated error detection. This paper investigates two alternative methods for artificially generating writing errors, in order to create additional resources. We propose treating error generation as a machine translation task, where grammatically correct text is translated to contain errors. In addition, we explore a system for extracting textual patterns from an annotated corpus, which can then be used to insert errors into grammatically correct sentences. Our experiments show that the inclusion of artificially generated errors significantly improves error detection accuracy on both FCE and CoNLL 2014 datasets.