Rena Gao

Rena Gao, Carsten Roever, Jey Han Lau

We present an evaluation framework for interactive dialogue assessment in the context of English as a Second Language (ESL) speakers. Our framework collects dialogue-level interactivity labels (e.g., topic management; 4 labels in total) and micro-level span features (e.g., backchannels; 17 features in total). Given our annotated data, we study how the micro-level features influence the (higher level) interactivity quality of ESL dialogues by constructing various machine learning-based models. Our results demonstrate that certain micro-level features strongly correlate with interactivity quality, like reference word (e.g., she, her, he), revealing new insights about the interaction between higher-level dialogue quality and lower-level linguistic signals. Our framework also provides a means to assess ESL communication, which is useful for language assessment.

Rena Gao, Jingxuan Wu, Xuetong Wu et al.

We analyse the cross-lingual transferability of a dialogue evaluation framework that assesses the relationships between micro-level linguistic features (e.g. backchannels) and macro-level interactivity labels (e.g. topic management), originally designed for English-as-a-second-language dialogues. To this end, we develop CNIMA (Chinese Non-Native Interactivity Measurement and Automation), a Chinese-as-a-second-language labelled dataset with 10K dialogues. We found the evaluation framework to be robust across distinct languages: English and Chinese, revealing language-specific and language-universal relationships between micro-level and macro-level features. Next, we propose an automated, interpretable approach with low data requirement that scores the overall quality of a second-language dialogue based on the framework. Our approach is interpretable in that it reveals the key linguistic and interactivity features that contributed to the overall quality score. As our approach does not require labelled data, it can also be adapted to other languages for second-language dialogue evaluation.

Hongbin Na, Zimu Wang, Zhaoming Chen et al.

We present an overview of PsyDefDetect, the shared task on detecting levels of psychological defense mechanisms in emotional support dialogues, co-located with BioNLP@ACL 2026. Grounded in the clinically validated Defense Mechanism Rating Scales (DMRS) framework, the task asks systems to classify a target seeker utterance, given its preceding dialogue context, into one of nine categories: seven hierarchical DMRS levels plus two auxiliary labels. Participants worked on PsyDefConv, a newly released corpus of 200 dialogues and 2336 help-seeker utterances annotated under DMRS with substantial inter-annotator agreement. The task attracted 172 participants on CodaBench who produced 563 submissions, with 21 teams officially registering their results for the final ranking. The best system achieved a macro F1-score of 0.420, surpassing the strongest fine-tuned baseline reported in the dataset paper by a notable margin, yet leaving clear headroom. Our analysis highlights (i) a persistent tendency to over-predict the majority High-Adaptive class, (ii) a widening gap between accuracy and macro-F1 that reveals class-imbalance sensitivity, and (iii) the value of theory-aware and LLM-based approaches for fine-grained defensive-function classification. We release all task materials and invite the community to continue work on this novel intersection of clinical psychology and NLP.

Rena Gao, Ming-Bin Chen, Lea Frermann et al.

English as a Second Language (ESL) speakers often struggle to engage in group discussions due to language barriers. While moderators can facilitate participation, few studies assess conversational engagement and evaluate moderation effectiveness. To address this gap, we develop a dataset comprising 17 sessions from an online ESL conversation club, which includes both moderated and non-moderated discussions. We then introduce an approach that integrates automatic ESL dialogue assessment and a framework that categorizes moderation strategies. Our findings indicate that moderators help improve the flow of topics and start/end a conversation. Interestingly, we find active acknowledgement and encouragement to be the most effective moderation strategy, while excessive information and opinion sharing by moderators has a negative impact. Ultimately, our study paves the way for analyzing ESL group discussions and the role of moderators in non-native conversation settings.