Handling unanswerable questions (UAQ) is crucial for LLMs, as it helps prevent misleading responses in complex situations. While previous studies have built several datasets to assess LLMs’ performance on UAQ, these datasets lack factual knowledge support, which limits the evaluation of LLMs’ ability to utilize their factual knowledge when handling UAQ. To address the limitation, we introduce a new unanswerable question dataset UAQFact, a bilingual dataset with auxiliary factual knowledge created from a Knowledge Graph. Based on UAQFact, we further define two new tasks to measure LLMs’ ability to utilize internal and external factual knowledge, respectively. Our experimental results across multiple LLM series show that UAQFact presents significant challenges, as LLMs do not consistently perform well even when they have factual knowledge stored. Additionally, we find that incorporating external knowledge may enhance performance, but LLMs still cannot make full use of the knowledge which may result in incorrect responses. Our code and dataset are available at https://github.com/cytan17726/UAQ_Fact.

The effectiveness of large language models (LLMs) in conversational AI is hindered by their reliance on single-turn supervised fine-tuning (SFT) data, which limits contextual coherence in multi-turn dialogues. Existing methods for generating multi-turn dialogue data struggle to ensure both diversity and quality in instructions. To address this, we propose Review-Instruct, a novel framework that synthesizes multi-turn conversations through an iterative “Ask-Respond-Review” process involving three agent roles: a Candidate, multiple Reviewers, and a Chairman. The framework iteratively refines instructions by incorporating Reviewer feedback, enhancing dialogue diversity and difficulty. We construct a multi-turn dataset using the Alpaca dataset and fine-tune the LLaMA2-13B model. Evaluations on MT-Bench, MMLU-Pro, and Auto-Arena demonstrate significant improvements, achieving absolute gains of 2.9% on MMLU-Pro and 2% on MT-Bench compared to prior state-of-the-art models based on LLaMA2-13B. Ablation studies confirm the critical role of the Review stage and the use of multiple Reviewers in boosting instruction diversity and difficulty. Our work highlights the potential of review-driven, multi-agent frameworks for generating high-quality conversational data at scale.