@inproceedings{ribeiro-flucht-etal-2026-dialogue,
    title = "From Dialogue to Learner Modeling: Identifying Candidate Signals of Productive Use in {LLM}-Based Grammar Practice",
    author = "Ribeiro-Flucht, Luisa  and
      Huang, Lanhua  and
      Chen, Xiaobin",
    editor = "Kochmar, Ekaterina  and
      Alhafni, Bashar  and
      Bann{\`o}, Stefano  and
      Bexte, Marie  and
      Burstein, Jill  and
      Horbach, Andrea  and
      Laarmann-Quante, Ronja  and
      Tack, Anais  and
      Yaneva, Victoria  and
      Yuan, Zheng",
    booktitle = "Proceedings of the 21st Workshop on Innovative Use of {NLP} for Building Educational Applications ({BEA} 2026)",
    month = jul,
    year = "2026",
    address = "San Diego, California, USA",
    publisher = "Association for Computational Linguistics",
    url = "https://preview.aclanthology.org/ingest-acl-workshops/2026.bea-1.62/",
    pages = "933--940",
    ISBN = "979-8-89176-409-5",
    abstract = "Adaptive language-learning systems often model progress through correctness in constrained exercises, where the target response is predefined. In dialogue-based tutors, by contrast, learners can respond appropriately in many ways, making evidence of progress harder to interpret. This raises a learner-modeling problem: determining whether learner production provides useful evidence of progress, which aspects are informative, and how they might support adaptation. We address this problem using pilot data from an LLM-based English grammar tutor, comprising 40 pre- and post-test tasks, treatment interactions, and 2,406 learner messages. We propose a coding scheme for learner production in dialogue and explore whether the resulting evidence types can support future adaptive decisions. Findings show that learner production in dialogue can support adaptive grammar practice: prior target use predicted short-term performance, while finer-grained evidence helped distinguish different levels of productive control. We discuss implications for adaptive grammar-based dialogue systems that use learner production to support communicative practice."
}