Hyunseung Lim

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.

Sunjun Kweon, Sooyohn Nam, Hyunseung Lim et al.

Virtual Teaching Assistants (VTAs) powered by Large Language Models (LLMs) have the potential to enhance student learning by providing instant feedback and facilitating multi-turn interactions. However, empirical studies on their effectiveness and acceptance in real-world classrooms are limited, leaving their practical impact uncertain. In this study, we develop an LLM-based VTA and deploy it in an introductory AI programming course with 477 graduate students. To assess how student perceptions of the VTA's performance evolve over time, we conduct three rounds of comprehensive surveys at different stages of the course. Additionally, we analyze 3,869 student--VTA interaction pairs to identify common question types and engagement patterns. We then compare these interactions with traditional student--human instructor interactions to evaluate the VTA's role in the learning process. Through a large-scale empirical study and interaction analysis, we assess the feasibility of deploying VTAs in real-world classrooms and identify key challenges for broader adoption. Finally, we release the source code of our VTA system, fostering future advancements in AI-driven education: \texttt{https://github.com/sean0042/VTA}.

Hyunseung Lim, Sooyohn Nam, Sungmin Na et al.

Patent examination remains an ongoing challenge in the NLP literature even after the advent of large language models (LLMs), as it requires an extensive yet nuanced human judgment on whether a submitted claim meets the statutory standards of novelty and non-obviousness against previously granted claims -- prior art -- in expert domains. Previous NLP studies have approached this challenge as a prediction task (e.g., forecasting grant outcomes) with high-level proxies such as similarity metrics or classifiers trained on historical labels. However, this approach often overlooks the step-by-step evaluations that examiners must make with profound information, including rationales for the decisions provided in office actions documents, which also makes it harder to measure the current state of techniques in patent review processes. To fill this gap, we construct PANORAMA, a dataset of 8,143 U.S. patent examination records that preserves the full decision trails, including original applications, all cited references, Non-Final Rejections, and Notices of Allowance. Also, PANORAMA decomposes the trails into sequential benchmarks that emulate patent professionals' patent review processes and allow researchers to examine large language models' capabilities at each step of them. Our findings indicate that, although LLMs are relatively effective at retrieving relevant prior art and pinpointing the pertinent paragraphs, they struggle to assess the novelty and non-obviousness of patent claims. We discuss these results and argue that advancing NLP, including LLMs, in the patent domain requires a deeper understanding of real-world patent examination. Our dataset is openly available at https://huggingface.co/datasets/LG-AI-Research/PANORAMA.

Hyungyu Shin, Jingyu Tang, Yoonjoo Lee et al.

Peer review underpins scientific progress, but it is increasingly strained by reviewer shortages and growing workloads. Large Language Models (LLMs) can automatically draft reviews now, but determining whether LLM-generated reviews are trustworthy requires systematic evaluation. Researchers have evaluated LLM reviews at either surface-level (e.g., BLEU and ROUGE) or content-level (e.g., specificity and factual accuracy). Yet it remains uncertain whether LLM-generated reviews attend to the same critical facets that human experts weigh -- the strengths and weaknesses that ultimately drive an accept-or-reject decision. We introduce a focus-level evaluation framework that operationalizes the focus as a normalized distribution of attention across predefined facets in paper reviews. Based on the framework, we developed an automatic focus-level evaluation pipeline based on two sets of facets: target (e.g., problem, method, and experiment) and aspect (e.g., validity, clarity, and novelty), leveraging 676 paper reviews (https://figshare.com/s/d5adf26c802527dd0f62) from OpenReview that consists of 3,657 strengths and weaknesses identified from human experts. The comparison of focus distributions between LLMs and human experts showed that the off-the-shelf LLMs consistently have a more biased focus towards examining technical validity while significantly overlooking novelty assessment when criticizing papers.

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.

Juhyun Oh, Inha Cha, Michael Saxon et al. · cmu

The prevailing ``trivia-centered paradigm'' for evaluating the cultural alignment of large language models (LLMs) is increasingly inadequate as these models become more advanced and widely deployed. Existing approaches typically reduce culture to static facts or values, testing models via multiple-choice or short-answer questions that treat culture as isolated trivia. Such methods neglect the pluralistic and interactive realities of culture, and overlook how cultural assumptions permeate even ostensibly ``neutral'' evaluation settings. In this position paper, we argue for \textbf{intentionally cultural evaluation}: an approach that systematically examines the cultural assumptions embedded in all aspects of evaluation, not just in explicitly cultural tasks. We systematically characterize the what, how, and circumstances by which culturally contingent considerations arise in evaluation, and emphasize the importance of researcher positionality for fostering inclusive, culturally aligned NLP research. Finally, we discuss implications and future directions for moving beyond current benchmarking practices, discovering important applications that we don't know exist, and involving communities in evaluation design through HCI-inspired participatory methodologies.