EFL写作教育中的LLM即导师：聚焦学生与LLM互动的评估
LLM-as-a-tutor in EFL Writing Education: Focusing on Evaluation of Student-LLM Interaction
AI总结：
本文针对EFL写作教育中LLM即导师评估标准缺失的问题，整合教学原则提出三个专门评估指标，分别由EFL专家评估反馈质量、由学习者评估学习成果，为开发面向EFL学习者的定制化LLM导师奠定基础。
摘要：
在英语作为外语（EFL）写作教育的背景下，LLM即导师（LLM-as-a-tutor）可以通过对学生的作文提供实时反馈来辅助学生。然而，由于教育用途与通用用途之间的标准存在差异，评估LLM即导师面临挑战。为弥合这一差距，我们整合教学原则来评估学生与LLM的互动。首先，我们探索LLM如何充当英语导师，提供针对学生量身定制的有效作文反馈。其次，我们提出三个专门为EFL写作教育设计的评估LLM即导师的指标，强调教学方面的考量。在此过程中，EFL专家从质量和特征方面评估LLM即导师提供的反馈。另一方面，EFL学习者评估他们与LLM即导师互动后的学习成果。该方法为开发针对EFL学习者需求定制的LLM即导师奠定了基础，从而提升该背景下写作教育的有效性。
英文摘要：
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.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
