LLM-as-a-tutor in EFL Writing Education: Focusing on Evaluation of Student-LLM Interaction

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,...

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Bibliographic Details
Published in:arXiv.org 2024-09
Main Authors: Han, Jieun, Yoo, Haneul, Myung, Junho, Kim, Minsun, Lim, Hyunseung, Kim, Yoonsu, Lee, Tak Yeon, Hong, Hwajung, Kim, Juho, So-Yeon Ahn, Oh, Alice
Format: Article
Language:English
Subjects:
Context
Education
Effectiveness
Feedback
Foreign languages
Real time
Students
Online Access:Get full text
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Summary: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.
ISSN:2331-8422