Junho Myung

Nayeon Lee, Chani Jung, Junho Myung et al.

Warning: this paper contains content that may be offensive or upsetting. Most hate speech datasets neglect the cultural diversity within a single language, resulting in a critical shortcoming in hate speech detection. To address this, we introduce CREHate, a CRoss-cultural English Hate speech dataset. To construct CREHate, we follow a two-step procedure: 1) cultural post collection and 2) cross-cultural annotation. We sample posts from the SBIC dataset, which predominantly represents North America, and collect posts from four geographically diverse English-speaking countries (Australia, United Kingdom, Singapore, and South Africa) using culturally hateful keywords we retrieve from our survey. Annotations are collected from the four countries plus the United States to establish representative labels for each country. Our analysis highlights statistically significant disparities across countries in hate speech annotations. Only 56.2% of the posts in CREHate achieve consensus among all countries, with the highest pairwise label difference rate of 26%. Qualitative analysis shows that label disagreement occurs mostly due to different interpretations of sarcasm and the personal bias of annotators on divisive topics. Lastly, we evaluate large language models (LLMs) under a zero-shot setting and show that current LLMs tend to show higher accuracies on Anglosphere country labels in CREHate. Our dataset and codes are available at: https://github.com/nlee0212/CREHate

Jieun Han, Haneul Yoo, Junho Myung et al.

The integration of generative AI in education is expanding, yet empirical analyses of large-scale, real-world interactions between students and AI systems still remain limited. In this study, we present ChEDDAR, ChatGPT & EFL Learner's Dialogue Dataset As Revising an essay, which is collected from a semester-long longitudinal experiment involving 212 college students enrolled in English as Foreign Langauge (EFL) writing courses. The students were asked to revise their essays through dialogues with ChatGPT. ChEDDAR includes a conversation log, utterance-level essay edit history, self-rated satisfaction, and students' intent, in addition to session-level pre-and-post surveys documenting their objectives and overall experiences. We analyze students' usage patterns and perceptions regarding generative AI with respect to their intent and satisfaction. As a foundational step, we establish baseline results for two pivotal tasks in task-oriented dialogue systems within educational contexts: intent detection and satisfaction estimation. We finally suggest further research to refine the integration of generative AI into education settings, outlining potential scenarios utilizing ChEDDAR. ChEDDAR is publicly available at https://github.com/zeunie/ChEDDAR.

Changyoon Lee, Junho Myung, Jieun Han et al.

With recent advances in generative AI, conversational models like ChatGPT have become feasible candidates for TAs. We investigate the practicality of using generative AI as TAs in introductory programming education by examining novice learners' interaction with TAs in a subgoal learning environment. To compare the learners' interaction and perception of the AI and human TAs, we conducted a between-subject study with 20 novice programming learners. Learners solve programming tasks by producing subgoals and subsolutions with the guidance of a TA. Our study shows that learners can solve tasks faster with comparable scores with AI TAs. Learners' perception of the AI TA is on par with that of human TAs in terms of speed and comprehensiveness of the replies and helpfulness, difficulty, and satisfaction of the conversation. Finally, we suggest guidelines to better design and utilize generative AI as TAs in programming education from the result of our chat log analysis.

Jiho Jin, Junho Myung, Juhyun Oh et al.

As large language models (LLMs) are increasingly deployed to users around the world, they are integrated into everyday tasks across diverse cultural contexts, from drafting personal communications to brainstorming creative ideas. These tasks are inherently cultural: they require contextual appropriateness, symbolic resonance, and tacit cultural expectations that native speakers draw on instinctively, meaning that a response can be factually plausible yet unmistakably wrong to a local reader. Existing cultural benchmarks have treated culture as a flat set of facts via fact verification or norm entailment methods, and have adopted LLM-as-a-Judge without examining whether they can capture such thick cultural errors. To address this gap, we present JuICE (Benchmark for LLM-Judge in Identifying Cultural Errors), a multilingual dataset of 7,470 span-level annotations of cultural and linguistic errors in long-form LLM responses. It covers 1,050 query-response pairs from four countries (the United States, South Korea, Indonesia, and Bangladesh), in both English and their countries' main languages. Using JuICE, we find that even the strongest LLM-judge achieves only an F1 of 0.52 in the erroneous span detection task. Furthermore, LLM-judges consistently miss thick cultural errors that local residents readily identify. Our findings suggest that robust cultural evaluation must move beyond surface-level detection toward frameworks that account for the depth and situatedness of cultural meaning.

Jieun Han, Haneul Yoo, Junho Myung et al.

In the context of English as a Foreign Language (EFL) writing education, LLM-as-a-tutor can assist students by providing real-time feedback on their essays. However, challenges arise in assessing LLM-as-a-tutor due to differing standards between educational and general use cases. To bridge this gap, we integrate pedagogical principles to assess student-LLM interaction. First, we explore how LLMs can function as English tutors, providing effective essay feedback tailored to students. Second, we propose three metrics to evaluate LLM-as-a-tutor specifically designed for EFL writing education, emphasizing pedagogical aspects. In this process, EFL experts evaluate the feedback from LLM-as-a-tutor regarding quality and characteristics. On the other hand, EFL learners assess their learning outcomes from interaction with LLM-as-a-tutor. This approach lays the groundwork for developing LLMs-as-a-tutor tailored to the needs of EFL learners, advancing the effectiveness of writing education in this context.

Haechan Kim, Junho Myung, Seoyoung Kim et al.

Prevalent ungrammatical expressions and disfluencies in spontaneous speech from second language (L2) learners pose unique challenges to Automatic Speech Recognition (ASR) systems. However, few datasets are tailored to L2 learner speech. We publicly release LearnerVoice, a dataset consisting of 50.04 hours of audio and transcriptions of L2 learners' spontaneous speech. Our linguistic analysis reveals that transcriptions in our dataset contain L2S (L2 learner's Spontaneous speech) features, consisting of ungrammatical expressions and disfluencies (e.g., filler words, word repetitions, self-repairs, false starts), significantly more than native speech datasets. Fine-tuning whisper-small.en with LearnerVoice achieves a WER of 10.26%, 44.2% lower than vanilla whisper-small.en. Furthermore, our qualitative analysis indicates that 54.2% of errors from the vanilla model on LearnerVoice are attributable to L2S features, with 48.1% of them being reduced in the fine-tuned model.

Juhyun Oh, Nayeon Lee, Chani Jung et al.

Large Language Models (LLMs) often generate overly cautious and vague responses on sensitive topics, sacrificing helpfulness for safety. Existing evaluation frameworks lack systematic methods to identify and address specific weaknesses in responses to sensitive topics, making it difficult to improve both safety and helpfulness simultaneously. To address this, we introduce FINEST, a FINE-grained response evaluation taxonomy for Sensitive Topics, which breaks down helpfulness and harmlessness into errors across three main categories: Content, Logic, and Appropriateness. Experiments on a Korean-sensitive question dataset demonstrate that our score- and error-based improvement pipeline, guided by FINEST, significantly improves the model responses across all three categories, outperforming refinement without guidance. Notably, score-based improvement -- providing category-specific scores and justifications -- yields the most significant gains, reducing the error sentence ratio for Appropriateness by up to 33.09%. This work lays the foundation for a more explainable and comprehensive evaluation and improvement of LLM responses to sensitive questions.

Haeun Yu, Seogyeong Jeong, Siddhesh Pawar et al.

The growing deployment of large language models (LLMs) across diverse cultural contexts necessitates a better understanding of how the overgeneralization of less documented cultures within LLMs' representations impacts their cultural understanding. Prior work only performs extrinsic evaluation of LLMs' cultural competence, without accounting for how LLMs' internal mechanisms lead to cultural (mis)representation. To bridge this gap, we propose Culturescope, the first mechanistic interpretability-based method that probes the internal representations of LLMs to elicit the underlying cultural knowledge space. CultureScope utilizes a patching method to extract the cultural knowledge. We introduce a cultural flattening score as a measure of the intrinsic cultural biases. Additionally, we study how LLMs internalize Western-dominance bias and cultural flattening, which allows us to trace how cultural biases emerge within LLMs. Our experimental results reveal that LLMs encode Western-dominance bias and cultural flattening in their cultural knowledge space. We find that low-resource cultures are less susceptible to cultural biases, likely due to their limited training resources. Our work provides a foundation for future research on mitigating cultural biases and enhancing LLMs' cultural understanding. Our codes and data used for experiments are publicly available.

Junho Myung, Yeon Su Park, Sunwoo Kim et al.

Evaluating the performance and biases of large language models (LLMs) through role-playing scenarios is becoming increasingly common, as LLMs often exhibit biased behaviors in these contexts. Building on this line of research, we introduce PapersPlease, a benchmark consisting of 3,700 moral dilemmas designed to investigate LLMs' decision-making in prioritizing various levels of human needs. In our setup, LLMs act as immigration inspectors deciding whether to approve or deny entry based on the short narratives of people. These narratives are constructed using the Existence, Relatedness, and Growth (ERG) theory, which categorizes human needs into three hierarchical levels. Our analysis of six LLMs reveals statistically significant patterns in decision-making, suggesting that LLMs encode implicit preferences. Additionally, our evaluation of the impact of incorporating social identities into the narratives shows varying responsiveness based on both motivational needs and identity cues, with some models exhibiting higher denial rates for marginalized identities. All data is publicly available at https://github.com/yeonsuuuu28/papers-please.

Junho Myung, Nayeon Lee, Yi Zhou et al.

Large language models (LLMs) often lack culture-specific knowledge of daily life, especially across diverse regions and non-English languages. Existing benchmarks for evaluating LLMs' cultural sensitivities are limited to a single language or collected from online sources such as Wikipedia, which do not reflect the mundane everyday lifestyles of diverse regions. That is, information about the food people eat for their birthday celebrations, spices they typically use, musical instruments youngsters play, or the sports they practice in school is common cultural knowledge but uncommon in easily collected online sources, especially for underrepresented cultures. To address this issue, we introduce BLEnD, a hand-crafted benchmark designed to evaluate LLMs' everyday knowledge across diverse cultures and languages. BLEnD comprises 52.6k question-answer pairs from 16 countries/regions, in 13 different languages, including low-resource ones such as Amharic, Assamese, Azerbaijani, Hausa, and Sundanese. We construct the benchmark to include two formats of questions: short-answer and multiple-choice. We show that LLMs perform better for cultures that are highly represented online, with a maximum 57.34% difference in GPT-4, the best-performing model, in the short-answer format. For cultures represented by mid-to-high-resource languages, LLMs perform better in their local languages, but for cultures represented by low-resource languages, LLMs perform better in English than the local languages. We make our dataset publicly available at: https://github.com/nlee0212/BLEnD.

Siddhesh Pawar, Junyeong Park, Jiho Jin et al.

Large-scale deployment of large language models (LLMs) in various applications, such as chatbots and virtual assistants, requires LLMs to be culturally sensitive to the user to ensure inclusivity. Culture has been widely studied in psychology and anthropology, and there has been a recent surge in research on making LLMs more culturally inclusive in LLMs that goes beyond multilinguality and builds on findings from psychology and anthropology. In this paper, we survey efforts towards incorporating cultural awareness into text-based and multimodal LLMs. We start by defining cultural awareness in LLMs, taking the definitions of culture from anthropology and psychology as a point of departure. We then examine methodologies adopted for creating cross-cultural datasets, strategies for cultural inclusion in downstream tasks, and methodologies that have been used for benchmarking cultural awareness in LLMs. Further, we discuss the ethical implications of cultural alignment, the role of Human-Computer Interaction in driving cultural inclusion in LLMs, and the role of cultural alignment in driving social science research. We finally provide pointers to future research based on our findings about gaps in the literature.

Nedjma Ousidhoum, Junho Myung, Carla Perez-Almendros et al.

We present our shared task on evaluating the adaptability of LLMs and NLP systems across multiple languages and cultures. The task data consist of an extended version of our manually constructed BLEnD benchmark (Myung et al. 2024), covering more than 30 language-culture pairs, predominantly representing low-resource languages spoken across multiple continents. As the task is designed strictly for evaluation, participants were not permitted to use the data for training, fine-tuning, few-shot learning, or any other form of model modification. Our task includes two tracks: (a) Short-Answer Questions (SAQ) and (b) Multiple-Choice Questions (MCQ). Participants were required to predict labels and were allowed to submit any NLP system and adopt diverse modelling strategies, provided that the benchmark was used solely for evaluation. The task attracted more than 140 registered participants, and we received final submissions from 62 teams, along with 19 system description papers. We report the results and present an analysis of the best-performing systems and the most commonly adopted approaches. Furthermore, we discuss shared insights into open questions and challenges related to evaluation, misalignment, and methodological perspectives on model behaviour in low-resource languages and for under-represented cultures.

Genta Indra Winata, Frederikus Hudi, Patrick Amadeus Irawan et al.

Vision Language Models (VLMs) often struggle with culture-specific knowledge, particularly in languages other than English and in underrepresented cultural contexts. To evaluate their understanding of such knowledge, we introduce WorldCuisines, a massive-scale benchmark for multilingual and multicultural, visually grounded language understanding. This benchmark includes a visual question answering (VQA) dataset with text-image pairs across 30 languages and dialects, spanning 9 language families and featuring over 1 million data points, making it the largest multicultural VQA benchmark to date. It includes tasks for identifying dish names and their origins. We provide evaluation datasets in two sizes (12k and 60k instances) alongside a training dataset (1 million instances). Our findings show that while VLMs perform better with correct location context, they struggle with adversarial contexts and predicting specific regional cuisines and languages. To support future research, we release a knowledge base with annotated food entries and images along with the VQA data.

Jieun Han, Haneul Yoo, Junho Myung et al.

The integration of generative AI in education is expanding, yet empirical analyses of large-scale and real-world interactions between students and AI systems still remain limited. Addressing this gap, we present RECIPE4U (RECIPE for University), a dataset sourced from a semester-long experiment with 212 college students in English as Foreign Language (EFL) writing courses. During the study, students engaged in dialogues with ChatGPT to revise their essays. RECIPE4U includes comprehensive records of these interactions, including conversation logs, students' intent, students' self-rated satisfaction, and students' essay edit histories. In particular, we annotate the students' utterances in RECIPE4U with 13 intention labels based on our coding schemes. We establish baseline results for two subtasks in task-oriented dialogue systems within educational contexts: intent detection and satisfaction estimation. As a foundational step, we explore student-ChatGPT interaction patterns through RECIPE4U and analyze them by focusing on students' dialogue, essay data statistics, and students' essay edits. We further illustrate potential applications of RECIPE4U dataset for enhancing the incorporation of LLMs in educational frameworks. RECIPE4U is publicly available at https://zeunie.github.io/RECIPE4U/.

Minsun Kim, SeonGyeom Kim, Suyoun Lee et al.

This paper presents the development of a dashboard designed specifically for teachers in English as a Foreign Language (EFL) writing education. Leveraging LLMs, the dashboard facilitates the analysis of student interactions with an essay writing system, which integrates ChatGPT for real-time feedback. The dashboard aids teachers in monitoring student behavior, identifying noneducational interaction with ChatGPT, and aligning instructional strategies with learning objectives. By combining insights from NLP and Human-Computer Interaction (HCI), this study demonstrates how a human-centered approach can enhance the effectiveness of teacher dashboards, particularly in ChatGPT-integrated learning.

Jiho Jin, Woosung Kang, Junho Myung et al.

Measuring social bias in large language models (LLMs) is crucial, but existing bias evaluation methods struggle to assess bias in long-form generation. We propose a Bias Benchmark for Generation (BBG), an adaptation of the Bias Benchmark for QA (BBQ), designed to evaluate social bias in long-form generation by having LLMs generate continuations of story prompts. Building our benchmark in English and Korean, we measure the probability of neutral and biased generations across ten LLMs. We also compare our long-form story generation evaluation results with multiple-choice BBQ evaluation, showing that the two approaches produce inconsistent results.