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Subject: [ E-CFP ] Final CFP: 8th Workshop on Innovative Use of NLP for Building Educational Applications (BEA8)
From: <Joel.Tetreault_(on)_nuance.com>
Date received: 28 Feb 2013
Deadline: 11 Mar 2013
Start date: 13 Jun 2013

(apologies for cross-posting)

                                   FINAL CALL FOR PAPERS

     The 8th Workshop on the Innovative Use of NLP for Building

                                Educational Applications (BEA8)

                Atlanta, Georgia, USA; June 13, 2013

                                (co-located with NAACL-HLT)


                 Submission Deadline: March 11, 2013


Research in NLP applications for education continues to progress
using innovative NLP techniques - statistical, rule-based, or
most commonly, a combination of the two. New technologies have
made it possible to include speech in both assessment and
Intelligent Tutoring Systems (ITS). NLP techniques are also being
used to generate assessments, and tools for curriculum
development of reading materials, as well as tools to support
assessment and test development. As a community, we continue to
improve existing capabilities and to identify and generate
innovative and creative ways to use NLP in applications for
writing, reading, speaking, critical thinking, and assessment.

In 2012, the use of NLP in educational contexts took two major
steps forward. First, outside of the computational linguistics
community, the Hewlett Foundation reached out to both the public
and private sectors and sponsored two competitions: one on
automated essay scoring (Automated Student Assessment Prize:
ASAP, Phase 1:http://www.kaggle.com/c/asap-aes), and a second on
short-answer scoring (Phase 2: http://www.kaggle.com/c/asap-sas).
The motivation driving these competitions was to engage the
larger scientific community in this enterprise. The two
competitions were inspired by the Common Core State Initiative
(http://www.corestandards.org/), an influential set of standards
adopted by 45 states in the U.S. The Initiative describes what
K-12 students should be learning with regard to Reading, Writing,
Speaking, Listening, and Media and Technology. Another
breakthrough for educational applications within the
computational linguistics community was the second edition of the
"Helping Our Own" grammatical error detection/correction
competition at last year's BEA workshop - where 14 systems
competed. In 2013, independent of the BEA workshop, there will be
two shared task competitions. This year's CoNLL Shared Task is on
grammatical error correction and there is a SemEval Shared Task
on Student Response Analysis
(http://www.cs.york.ac.uk/semeval-2013/task7/). Both of these
competitions will increase the visibility of the educational
problem space in the NLP community.

In this year's BEA workshop, we are soliciting papers across a
broad range of educational applications, including: intelligent
tutoring, learner cognition, use of corpora, grammatical error
detection, tools for teachers and test developers, and automated
scoring and evaluation of open-ended responses. Since the first
workshop in 1997, "Innovative Use of NLP in Building Educational
Applications" has continued to bring together all NLP subfields
to foster interaction and collaboration among researchers in both
academic institutions and industry. The workshop offers a venue
for researchers to present and discuss their work in these areas.
Each year, we see steady growth in workshop submissions and
attendance, and the research has become more innovative and
advanced. In 2013, we expect that the workshop (consistent with
previous workshops at ACL 1997, NAACL/HLT 2003, ACL 2005, ACL
2008, NAACL HLT 2009, NAACL HLT 2010, ACL 2011, NAACL HLT 2012),
will continue to expose the NLP research community to
technologies that identify novel opportunities for the use of NLP
techniques and tools in educational applications. At NAACL HLT
2012, the workshop coordinated with the HOO shared task for
grammatical error detection, generating a much larger poster
session that was lively and well-attended. In 2013, the workshop
will host the first Native Language Identification Shared Task,
described in detail later in this cfp.

The workshop will solicit both full papers and short papers for
either oral or poster presentation. Given the broad scope of the
workshop, we organize the workshop around three central themes in
the educational infrastructure:

1.            Development of curriculum and assessment (e.g.,
              applications that help teachers develop reading

2.            Delivery of curriculum and assessments (e.g.,
              applications where the student receives instruction
              and interacts with the system);

3.            Reporting of assessment outcomes (e.g., automated
              scoring of open-ended responses)

Topics will include, but will not be limited to, the following:

Automated scoring/evaluation for oral and written student

*             Content analysis for scoring/assessment

*             Analysis of the structure of argumentation

*             Grammatical error detection and correction

*             Discourse and stylistic analysis

*             Plagiarism detection

*             Machine translation for assessment, instruction and
              curriculum development

*             Detection of non-literal language (e.g., metaphor)

*             Sentiment analysis

Intelligent Tutoring (IT) that incorporates state-of-the-art NLP

*             Dialogue systems in education

*             Hypothesis formation and testing

*             Multi-modal communication between students and

*             Generation of tutorial responses

*             Knowledge representation in learning systems

*             Concept visualization in learning systems

Learner cognition

*             Assessment of learners' language and cognitive
              skill levels

*             Systems that detect and adapt to learners'
              cognitive or emotional states

*             Tools for learners with special needs

Use of corpora in educational tools

*             Data mining of learner and other corpora for tool

*             Annotation standards and schemas / annotator

Tools and applications for classroom teachers and/or test

*             NLP tools for second and foreign language learners

*             Semantic-based access to instructional materials to
              identify appropriate texts

*             Tools that automatically generate test questions

*             Processing of and access to lecture materials
              across topics and genres

*             Adaptation of instructional text to individual
              learners' grade levels

*             Tools for text-based curriculum development

*             E-learning tools for personalized course content

*             Language-based educational games

Issues concerning the evaluation of NLP-based educational tools

Descriptions of implemented systems

Descriptions and proposals for shared tasks


We will be using the NAACL-HLT 2013 Submission Guidelines for the
BEA-8 Workshop this year. Authors are invited to submit a full
paper of up to 8 pages in electronic, PDF format, with up to 2
additional pages for references. We also invite short papers of
up to 4 pages, including 2 additional pages for references.
Papers which describe systems are also invited to give a demo of
their system.

Previously published papers cannot be accepted. The submissions
will be reviewed by the program committee. As reviewing will be
blind, please ensure that papers are anonymous. Self-references
that reveal the author's identity, e.g., "We previously showed
(Smith, 1991) ...", should be avoided. Instead, use citations
such as "Smith previously showed (Smith, 1991) ...".

We will be using the START conference system to manage
submissions: https://www.softconf.com/naacl2013/BEA8/

Please use the 2013 NAACL-HLT style sheet for composing your
paper: http://naacl2013.naacl.org/CFP.aspx (see Format section
for style files).


Submission Deadline: March 11 (23:59PM EST)

Notification of Acceptance: March 29

Camera-ready papers Due: May 04

Workshop: June 13 or 14


Joel Tetreault, ETS, USA (principal contact:

Jill Burstein, ETS, USA

Claudia Leacock, CTB McGraw-Hill, USA


We are pleased to host the first edition of a shared task on
Native Language Identification (NLI). The shared task will be
organized by Joel Tetreault, Aoife Cahill (ETS) and Daniel
Blanchard (ETS). NLI is the task of identifying the native
language (L1) of a writer based solely on a sample of their
writing. The task is typically framed as a classification problem
where the set of L1s is known a priori. Most work has focused on
identifying the native language of writers learning English as a
second language. To date this topic has motivated several ACL and
EMNLP papers, as well as a master's thesis.

Native Language Identification (NLI) can be useful for a number
of applications. In educational settings, NLI can be used to
provide more targeted feedback to language learners about their
errors. It is well known that learners of different languages
make different errors depending on their L1s. A writing tutor
system which can detect the native language of the learner will
be able to tailor the feedback about the error and contrast it
with common properties of the learner's language. In addition,
native language is often used as a feature that goes into
authorship profiling, which is frequently used in forensic

Details on the shared task can be found on the website:


    Andrea Abel, EURAC, Italy Sumit Basu, Microsoft Research, USA
    Lee Becker, Avaya Labs, USA Beata Beigman Klebanov,
    Educational Testing Service, USA Delphine Bernhard,
    Université de Strasbourg, France Jared Bernstein, Pearson,
    USA Kristy Boyer, North Carolina State University, USA Chris
    Brew, Educational Testing Service, USA Ted Briscoe,
    University of Cambridge, UK Chris Brockett, MSR, USA Aoife
    Cahill, Educational Testing Service, USA Martin Chodorow,
    Hunter College, CUNY, USA Mark Core, USC Institute for
    Creative Technologies, USA Daniel Dahlmeier, National
    University of Singapore, Singapore Markus Dickinson, Indiana
    University, USA Bill Dolan, Microsoft, USA Myrosia Dzikovska,
    University of Edinburgh, UK Keelan Evanini, Educational
    Testing Service, USA Michael Flor, Educational Testing
    Service, USA Peter Foltz, Pearson Knowledge Technologies, USA
    Jennifer Foster, Dublin City University, Ireland Horacio
    Franco, SRI, USA Michael Gamon, Microsoft, USA Caroline
    Gasperin, SwiftKey, UK Kallirroi Georgila, USC Institute for
    Creative Technologies, USA Iryna Gurevych, University of
    Darmstadt, Germany Kadri Hacioglu, Rosetta Stone, USA Na-Rae
    Han, University of Pittsburgh, USA Trude Heift, Simon Frasier
    University, Canada Michael Heilman, Educational Testing
    Service, USA Derrick Higgins, Educational Testing Service,
    USA Ross Israel, Indiana University, USA Heng Ji, Queens
    College, USA Pamela Jordan, University of Pittsburgh, USA Ola
    Knutsson, Stockholm University, Sweden Mamoru Komachi, Nara
    Institute of Science and Technology, Japan John Lee, City
    University of Hong Kong, China Jackson Liscombe, Nuance
    Communications, USA Diane Litman, University of Pittsburgh,
    USA Annie Louis, University of Pennsylvania, USA Xiaofei Lu,
    Penn State University, USA Nitin Madnani, Educational Testing
    Service, USA Montse Maritxalar, University of the Basque
    Country, Spain James Martin, University of Colorado, USA
    Aurélien Max, LIMSI-CNRS, France Detmar Meurers, University
    of Tübingen, Germany Lisa Michaud, Merrimack College, USA
    Michael Mohler, University of North Texas Smaranda Muresan,
    Rutgers University, USA Ani Nenkova, University of
    Pennsylvania, USA Hwee Tou Ng, National University of
    Singapore, Singapore Rodney Nielsen, University of North
    Texas, USA Ted Pedersen, University of Minnesota, USA Bryan
    Pellom, Rosetta Stone, USA Heather Pon-Barry, Arizona State
    University, USA Patti Price, PPRICE Speech and Language
    Technology, USA Andrew Rosenberg, Queens College, CUNY, USA
    Mihai Rotaru, TextKernel, The Netherlands Dan Roth, UIUC, USA
    Alla Rozovskaya, UIUC, USA Izhak Shafran, Oregon Health &
    Science University, USA Serge Sharoff, University of Leeds,
    UK Richard Sproat, Google, USA Svetlana Stenchikova, Columbia
    University, USA Helmer Strik, Radboud University Nijmegen,
    The Netherlands Joseph Tepperman, Rosetta Stone, USA Nai-Lung
    Tsao, National Central University, Taiwan Elena Volodina,
    University of Gothenburg, Sweden Monica Ward, Dublin City
    University, Ireland Pete Whitelock, Oxford University Press,
    UK David Wible, National Central University, Taiwan Peter
    Wood, University of Saskatchewan in Saskatoon, Canada Klaus
    Zechner, Educational Testing Service, USA Torsten Zesch,
    University of Darmstadt, Germany

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