Multilingual Large Language Models do not comprehend all natural languages to equal degrees

Large Language Models (LLMs) play a critical role in how humans access information. While their core use relies on comprehending written requests, our understanding of this ability is currently limited, because most benchmarks evaluate LLMs in high-resource languages predominantly spoken by Western, Educated, Industrialised, Rich, and Democratic (WEIRD) communities. The default assumption is that English is the best-performing language for LLMs, while smaller, low-resource languages are linked to less reliable outputs, even in multilingual, state-of-the-art models. To track variation in the comprehension abilities of LLMs, we prompt 3 popular models on a language comprehension task across 12 languages, representing the Indo-European, Afro-Asiatic, Turkic, Sino-Tibetan, and Japonic language families. Our results suggest that the models exhibit remarkable linguistic accuracy across typologically diverse languages, yet they fall behind human baselines in all of them, albeit to different degrees. Contrary to what was expected, English is not the best-performing language, as it was systematically outperformed by several Romance languages, even lower-resource ones. We frame the results by discussing the role of several factors that drive LLM performance, such as tokenization, language distance from Spanish and English, size of training data, and data origin in high- vs. low-resource languages and WEIRD vs. non-WEIRD communities.

An ASR-Based Tutor for Learning to Read: How to Optimize Feedback to First Graders

The interest in employing automatic speech recognition (ASR) in applications for reading practice has been growing in recent years. In a previous study, we presented an ASR-based Dutch reading tutor application that was developed to provide instantaneous feedback to first-graders learning to read. We saw that ASR has potential at this stage of the reading process, as the results suggested that pupils made progress in reading accuracy and fluency by using the software. In the current study, we used children's speech from an existing corpus (JASMIN) to develop two new ASR systems, and compared the results to those of the previous study. We analyze correct/incorrect classification of the ASR systems using human transcripts at word level, by means of evaluation measures such as Cohen's Kappa, Matthews Correlation Coefficient (MCC), precision, recall and F-measures. We observe improvements for the newly developed ASR systems regarding the agreement with human-based judgment and correct rejection (CR). The accuracy of the ASR systems varies for different reading tasks and word types. Our results suggest that, in the current configuration, it is difficult to classify isolated words. We discuss these results, possible ways to improve our systems and avenues for future research.