A Role-Based LLM Framework for Structured Information Extraction from Healthy Food Policies

Current Large Language Model (LLM) approaches for information extraction (IE) in the healthy food policy domain are often hindered by various factors, including misinformation, specifically hallucinations, misclassifications, and omissions that result from the structural diversity and inconsistency of policy documents. To address these limitations, this study proposes a role-based LLM framework that automates the IE from unstructured policy data by assigning specialized roles: an LLM policy analyst for metadata and mechanism classification, an LLM legal strategy specialist for identifying complex legal approaches, and an LLM food system expert for categorizing food system stages. This framework mimics expert analysis workflows by incorporating structured domain knowledge, including explicit definitions of legal mechanisms and classification criteria, into role-specific prompts. We evaluate the framework using 608 healthy food policies from the Healthy Food Policy Project (HFPP) database, comparing its performance against zero-shot, few-shot, and chain-of-thought (CoT) baselines using Llama-3.3-70B. Our proposed framework demonstrates superior performance in complex reasoning tasks, offering a reliable and transparent methodology for automating IE from health policies.

Integrating AI for Enhanced Feedback in Translation Revision- A Mixed-Methods Investigation of Student Engagement

Despite the well-established importance of feedback in education, the application of Artificial Intelligence (AI)-generated feedback, particularly from language models like ChatGPT, remains understudied in translation education. This study investigates the engagement of master's students in translation with ChatGPT-generated feedback during their revision process. A mixed-methods approach, combining a translation-and-revision experiment with quantitative and qualitative analyses, was employed to examine the feedback, translations pre-and post-revision, the revision process, and student reflections. The results reveal complex interrelations among cognitive, affective, and behavioural dimensions influencing students' engagement with AI feedback and their subsequent revisions. Specifically, the findings indicate that students invested considerable cognitive effort in the revision process, despite finding the feedback comprehensible. Additionally, they exhibited moderate affective satisfaction with the feedback model. Behaviourally, their actions were largely influenced by cognitive and affective factors, although some inconsistencies were observed. This research provides novel insights into the potential applications of AI-generated feedback in translation teachingand opens avenues for further investigation into the integration of AI tools in language teaching settings.