In this paper, we introduce a learning analytics framework to analyze the in-context learning (ICL) behavior of large language models (LLMs) through the lens of the Zone of Proximal Development (ZPD), an established theory in educational psychology. ZPD delineates the range of tasks a learner can accomplish with appropriate guidance but not yet independently. We adapt this concept to ICL, measuring the ZPD of LLMs based on model performance on individual examples in different settings. Furthermore, we propose an item response theory (IRT) model to predict the distribution of zones for LLMs. Our findings reveal a series of intricate and multifaceted behaviors of ICL, providing new insights into understanding and leveraging this technique. Finally, we demonstrate how our framework can enhance LLM in both inference and fine-tuning scenarios: (1) By predicting a model’s zone distribution, we selectively apply ICL to queries that are most likely to benefit from demonstrations, achieving a better balance between inference cost and performance; (2) We propose a human-like curriculum for fine-tuning, which prioritizes examples within the model’s ZPD. The curriculum results in improved performance, and we explain its effectiveness through an analysis of the training dynamics of LLMs.

Chatbots based on large language models offer cheap conversation practice opportunities for language learners. However, they are hard to control for linguistic forms that correspond to learners’ current needs, such as grammar. We control grammar in chatbot conversation practice by grounding a dialogue response generation model in a pedagogical repository of grammar skills. We also explore how this control helps learners to produce specific grammar. We comprehensively evaluate prompting, fine-tuning, and decoding strategies for grammar-controlled dialogue response generation. Strategically decoding Llama3 outperforms GPT-3.5 when tolerating minor response quality losses. Our simulation predicts grammar-controlled responses to support grammar acquisition adapted to learner proficiency. Existing language learning chatbots and research on second language acquisition benefit from these affordances. Code available on GitHub.

Using questions in written text is an effective strategy to enhance readability. However, what makes an active reading question good, what the linguistic role of these questions is, and what is their impact on human reading remains understudied. We introduce GuidingQ, a dataset of 10K in-text questions from textbooks and scientific articles. By analyzing the dataset, we present a comprehensive understanding of the use, distribution, and linguistic characteristics of these questions. Then, we explore various approaches to generate such questions using language models. Our results highlight the importance of capturing inter-question relationships and the challenge of question position identification in generating these questions. Finally, we conduct a human study to understand the implication of such questions on reading comprehension. We find that the generated questions are of high quality and are almost as effective as human-written questions in terms of improving readers’ memorization and comprehension.

Adaptive learning aims to provide customized educational activities (e.g., exercises) to address individual learning needs. However, manual construction and delivery of such activities is a laborious process. Thus, in this paper, we study a novel task of adaptive and personalized exercise generation for online language learning. To this end, we combine a knowledge tracing model that estimates each student’s evolving knowledge states from their learning history and a controlled text generation model that generates exercise sentences based on the student’s current estimated knowledge state and instructor requirements of desired properties (e.g., domain knowledge and difficulty). We train and evaluate our model on real-world learner interaction data from Duolingo and demonstrate that LMs guided by student states can generate superior exercises. Then, we discuss the potential use of our model in educational applications using various simulations. These simulations show that our model can adapt to students’ individual abilities and can facilitate their learning efficiency by personalizing learning sequences.

A critical point of multi-document summarization (MDS) is to learn the relations among various documents. In this paper, we propose a novel abstractive MDS model, in which we represent multiple documents as a heterogeneous graph, taking semantic nodes of different granularities into account, and then apply a graph-to-sequence framework to generate summaries. Moreover, we employ a neural topic model to jointly discover latent topics that can act as cross-document semantic units to bridge different documents and provide global information to guide the summary generation. Since topic extraction can be viewed as a special type of summarization that “summarizes” texts into a more abstract format, i.e., a topic distribution, we adopt a multi-task learning strategy to jointly train the topic and summarization module, allowing the promotion of each other. Experimental results on the Multi-News dataset demonstrate that our model outperforms previous state-of-the-art MDS models on both Rouge scores and human evaluation, meanwhile learns high-quality topics.

Neural-based summarization models suffer from the length limitation of text encoder. Long documents have to been truncated before they are sent to the model, which results in huge loss of summary-relevant contents. To address this issue, we propose the sliding selector network with dynamic memory for extractive summarization of long-form documents, which employs a sliding window to extract summary sentences segment by segment. Moreover, we adopt memory mechanism to preserve and update the history information dynamically, allowing the semantic flow across different windows. Experimental results on two large-scale datasets that consist of scientific papers demonstrate that our model substantially outperforms previous state-of-the-art models. Besides, we perform qualitative and quantitative investigations on how our model works and where the performance gain comes from.

Text summarization aims to compress a textual document to a short summary while keeping salient information. Extractive approaches are widely used in text summarization because of their fluency and efficiency. However, most of existing extractive models hardly capture inter-sentence relationships, particularly in long documents. They also often ignore the effect of topical information on capturing important contents. To address these issues, this paper proposes a graph neural network (GNN)-based extractive summarization model, enabling to capture inter-sentence relationships efficiently via graph-structured document representation. Moreover, our model integrates a joint neural topic model (NTM) to discover latent topics, which can provide document-level features for sentence selection. The experimental results demonstrate that our model not only substantially achieves state-of-the-art results on CNN/DM and NYT datasets but also considerably outperforms existing approaches on scientific paper datasets consisting of much longer documents, indicating its better robustness in document genres and lengths. Further discussions show that topical information can help the model preselect salient contents from an entire document, which interprets its effectiveness in long document summarization.