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Multilingual LLMs often have knowledge disparities across languages, with larger gaps in under-resourced languages. Teaching LLMs to abstain in the face of knowledge gaps is thus a promising strategy to mitigate hallucinations in multilingual settings. However, previous studies on LLM abstention primarily focus on English; we find that directly applying existing solutions beyond English results in up to 20.5% performance gaps between high and low-resource languages, potentially due to LLMs&#39; drop in calibration and reasoning beyond a few resource-rich languages. To this end, we propose strategies to enhance LLM abstention by learning from multilingual feedback, where LLMs self-reflect on proposed answers in one language by generating multiple feedback items in related languages: we show that this helps identifying the knowledge gaps across diverse languages, cultures, and communities. Extensive experiments demonstrate that our multilingual feedback approach outperforms various strong baselines, achieving up to 9.2% improvement for low-resource languages across three black-box and open models on three datasets, featuring open-book, closed-book, and commonsense QA. Further analysis reveals that multilingual feedback is both an effective and a more equitable abstain strategy to serve diverse language speakers, and cultural factors have great impact on language selection and LLM abstention behavior, highlighting future directions for multilingual and multi-cultural reliable language modeling.

EMNLP 2024

Teaching LLMs to Abstain across Languages via Multilingual Feedback

pluralism

alignment

modularity

### Welcome to The 63rd Annual Meeting of the Association for Computational Linguistics (ACL 2025)

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ACL 2025

Welcome to The 63rd Annual Meeting of the Association for Computational Linguistics (ACL 2025)

Multilingual LLMs often have knowledge disparities across languages, with larger gaps in under-resourced languages. Teaching LLMs to abstain in the face of knowledge gaps is thus a promising strategy to mitigate hallucinations in multilingual settings. However, previous studies on LLM abstention primarily focus on English; we find that directly applying existing solutions beyond English results in up to 20.5% performance gaps between high and low-resource languages, potentially due to LLMs' drop in calibration and reasoning beyond a few resource-rich languages. To this end, we propose strategies to enhance LLM abstention by learning from multilingual feedback, where LLMs self-reflect on proposed answers in one language by generating multiple feedback items in related languages: we show that this helps identifying the knowledge gaps across diverse languages, cultures, and communities. Extensive experiments demonstrate that our multilingual feedback approach outperforms various strong baselines, achieving up to 9.2% improvement for low-resource languages across three black-box and open models on three datasets, featuring open-book, closed-book, and commonsense QA. Further analysis reveals that multilingual feedback is both an effective and a more equitable abstain strategy to serve diverse language speakers, and cultural factors have great impact on language selection and LLM abstention behavior, highlighting future directions for multilingual and multi-cultural reliable language modeling.

poster

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Reasoning is most powerful when an LLM accurately aggregates relevant information. We examine the critical role of information aggregation in reasoning by requiring the LLM to analyze sports narratives. To succeed at this task, an LLM must infer points from actions, identify related entities, attribute points accurately to players and teams, and compile key statistics to draw conclusions. We conduct comprehensive experiments with real NBA basketball data and present SportsGen, a new method to synthesize game narratives. By synthesizing data, we can rigorously evaluate LLMs' reasoning capabilities under complex scenarios with varying narrative lengths and density of information. Our findings show that most models, including GPT-4o, often fail to accurately aggregate basketball scores due to frequent scoring patterns. Open-source models like Llama-3 further suffer from significant score hallucinations. Finally, the effectiveness of reasoning is influenced by narrative complexity, information density, and domain-specific terms, highlighting the challenges in analytical reasoning tasks.

When Reasoning Meets Information Aggregation: A Case Study with Sports Narratives

Question answering based on retrieval augmented generation (RAG-QA) is an important research topic in NLP and has a wide range of real-world applications. However, most existing datasets for this task are either constructed using a single source corpus or consist of short extractive answers, which fall short of evaluating large language model (LLM) based RAG-QA systems on cross-domain generalization. To address these limitations, we create Long-form RobustQA (LFRQA), a new dataset comprising human-written long-form answers that integrate short extractive answers from multiple documents into a single, coherent narrative, covering 26K queries and large corpora across seven different domains. We further propose RAG-QA Arena by directly comparing model-generated answers against LFRQA's answers using LLMs as evaluators. We show via extensive experiments that RAG-QA Arena and human judgments on answer quality are highly correlated. Moreover, only 41.3% of the most competitive LLM's answers are preferred to LFRQA's answers, demonstrating RAG-QA Arena as a challenging evaluation platform for future research.

RAG-QA Arena: Evaluating Domain Robustness for Long-form Retrieval Augmented Question Answering

This study introduces a hypothesis-testing framework to assess whether large language models (LLMs) possess genuine reasoning abilities or primarily depend on token bias. We go beyond evaluating LLMs on accuracy; rather, we aim to investigate their token bias in solving logical reasoning tasks. Specifically, we develop carefully controlled synthetic datasets, featuring conjunction fallacy and syllogistic problems. Our framework outlines a list of hypotheses where token biases are readily identifiable, with all null hypotheses assuming genuine reasoning capabilities of LLMs. The findings in this study suggest, with statistical guarantee, that most LLMs still struggle with logical reasoning. While they may perform well on classic problems, their success largely depends on recognizing superficial patterns with strong token bias, thereby raising concerns about their actual reasoning and generalization abilities.

A Peek into Token Bias: Large Language Models Are Not Yet Genuine Reasoners

Training large language models (LLMs) for external tool usage is a rapidly expanding field, with recent research focusing on generating synthetic data to address the shortage of available data. However, the absence of systematic data quality checks poses complications for properly training and testing models. To that end, we propose two approaches for assessing the reliability of data for training LLMs to use external tools. The first approach uses intuitive, human-defined correctness criteria. The second approach uses a model-driven assessment with in-context evaluation. We conduct a thorough evaluation of data quality on two popular benchmarks, followed by an extrinsic evaluation that showcases the impact of data quality on model performance. Our results demonstrate that models trained on high-quality data outperform those trained on unvalidated data, even when trained with a smaller quantity of data. These findings empirically support the significance of assessing and ensuring the reliability of training data for tool-using LLMs.

Quality Matters: Evaluating Synthetic Data for Tool-Using LLMs

Large Language models (LLMs) have exhibited remarkable abilities in understanding complex texts, offering a promising path towards human-like translation performance. However, this study reveals the misalignment between the translation-specific understanding and the general understanding inside LLMs. This understanding misalignment leads to LLMs mistakenly or literally translating some complicated concepts that they accurately comprehend in the general scenarios (e.g., QA). To align the translation-specific understanding to the general one, we propose a novel translation process, DUAT (Difficult words Understanding Aligned Translation), explicitly incorporating the general understanding on the complicated content incurring inconsistent understandings to guide the translation. Specifically, DUAT performs cross-lingual interpretation for the difficult-to-translate words and enhances the translation with the generated interpretations. Furthermore, we reframe the external tools to improve DUAT in detecting difficult words and generating helpful interpretations. We conduct experiments on the self-constructed benchmark Challenge-WMT, consisting of samples that are prone to mistranslation. Human evaluation results on high-resource and low-resource language pairs indicate that DUAT significantly facilitates the understanding alignment, which improves the translation quality (up to +3.85 COMET) and reduces translation literalness by -25% ∼ -51%.

Aligning Translation-Specific Understanding to General Understanding in Large Language Models

Norwegian, spoken by only 5 million population, is under-representative within the most impressive breakthroughs in NLP tasks. To the best of our knowledge, there has not yet been a comprehensive evaluation of the existing language models (LMs) on Norwegian generation tasks during the article writing process. To fill this gap, we 1) compiled the existing Norwegian dataset and pre-trained 4 Norwegian Open Language Models varied from parameter scales and architectures, collectively called NorGLM; 2) introduced a comprehensive benchmark, NLEBench, for evaluating natural language generation capabilities in Norwegian, encompassing translation and human annotation. Based on the investigation, we find that: 1) the mainstream, English-dominated LM GPT-3.5 has limited capability in understanding the Norwegian context; 2) the increase in model parameter scales demonstrates limited impact on the performance of downstream tasks when the pre-training dataset is constrained in size; 3) smaller models also demonstrate the reasoning capability through Chain-of-Thought; 4) a multi-task dataset that includes synergy tasks can be used to verify the generalizability of LLMs on natural language understanding and, meanwhile, test the interconnectedness of these NLP tasks. We share our resources and code for reproducibility under a CC BY-NC 4.0 license.

NLEBench+NorGLM: A Comprehensive Empirical Analysis and Benchmark Dataset for Generative Language Models in Norwegian

Considering the limited internal parametric knowledge, retrieval-augmented generation (RAG) has been widely used to extend the knowledge scope of large language models (LLMs). Despite the extensive efforts on RAG research, in existing methods, LLMs cannot precisely assess the relevance of retrieved documents, thus likely leading to misleading or even incorrect utilization of external knowledge (i.e., retrieved documents). To address this issue, in this paper, we propose REAR, a RElevance-Aware Retrieval-augmented approach for open-domain question answering (QA). As the key motivation, we aim to enhance the self-awareness regarding the reliability of external knowledge for LLMs, so as to adaptively utilize external knowledge in RAG systems. Specially, we develop a novel architecture for LLM based RAG system, by incorporating a specially designed assessnent module that precisely assesses the relevance of retrieved documents. Furthermore, we propose an improved training method based on bi-granularity relevance fusion and noise-resistant training. By combining the improvements in both architecture and training, our proposed REAR can better utilize external knowledge by effectively perceiving the relevance of retrieved documents. Experiments on four open-domain QA tasks show that REAR significantly outperforms previous a number of competitive RAG approaches. Our codes can be accessed at https://github.com/RUCAIBox/REAR.

REAR: A Relevance-Aware Retrieval-Augmented Framework for Open-Domain Question Answering

The ability for individuals to constructively engage with one another across lines of difference is a critical feature of a healthy pluralistic society. This is also true in online discussion spaces like social media platforms. To date, much social media research has focused on preventing ills---like political polarization and the spread of misinformation. While this is important, enhancing the quality of online public discourse requires not just reducing ills, but also, promoting foundational human virtues. In this study, we focus on one particular virtue: "intellectual humility" (IH), or acknowledging the potential limitations in one's own beliefs. Specifically, we explore the development of computational methods for measuring IH at scale. We manually curate and validate an IH codebook on 350 posts about religion drawn from subreddits and use them to develop LLM-based models for automating this measurement. Our best model achieves a Macro-F1 score of 0.64 across labels (and 0.70 when predicting IH/IA/Neutral at the coarse level), higher than an expected naive baseline of 0.51 (0.32 for IH/IA/Neutral) but lower than a human annotator-informed upper bound of 0.85 (0.83 for IH/IA/Neutral). Our results both highlight the challenging nature of detecting IH online---opening the door to new directions in NLP research---and also lay a foundation for computational social science researchers interested in analyzing and fostering more IH in online public discourse.

The Computational Anatomy of Humility: Modeling Intellectual Humility in Online Public Discourse

Emotional intelligence (EI) in artificial intelligence (AI), which refers to the ability of an AI to understand and respond appropriately to human emotions, has emerged as a crucial research topic. Recent studies have shown that large language models (LLMs) and vision large language models (VLLMs) possess EI and the ability to understand emotional stimuli in the form of text and images, respectively. However, factors influencing the emotion prediction performance of VLLMs in real-world conversational contexts have not been sufficiently explored. This study aims to analyze the key elements affecting the emotion prediction performance of VLLMs in conversational contexts systematically. To achieve this, we reconstructed the MELD dataset, which is based on the popular TV series Friends, and conducted experiments through three sub-tasks: overall emotion tone prediction, character emotion prediction, and contextually appropriate emotion expression selection. We evaluated the performance differences based on various model architectures (e.g., image encoders, modality alignment, and LLMs) and image scopes (e.g., entire scene, person, and facial expression). In addition, we investigated the impact of providing persona information on the emotion prediction performance of the models and analyzed how personality traits and speaking styles influenced the emotion prediction process. We conducted an in-depth analysis of the impact of various other factors, such as gender and regional biases, on the emotion prediction performance of VLLMs. The results revealed that these factors significantly influenced the model performance.

Analyzing Key Factors Influencing Emotion Prediction Performance of VLLMs in Conversational Contexts

Analogical reasoning plays a critical role in human cognition, enabling us to understand new concepts by associating them with familiar ones. Previous research in the AI community has mainly focused on identifying and generating analogies and then examining their quality under human evaluation, which overlooks the practical application of these analogies in real-world settings. Inspired by the human education process, in this paper, we propose to investigate how analogies created by teacher language models (LMs) can assist student LMs in understanding scientific concepts, thereby aligning more closely with practical scenarios. Our results suggest that free-form analogies can indeed aid LMs in understanding concepts. Additionally, analogies generated by student LMs can improve their own performance on scientific question answering, demonstrating their capability to use analogies for self-learning new knowledge. Resources are available at
https://github.com/siyuyuan/SCUA.

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Next from EMNLP 2024

When Reasoning Meets Information Aggregation: A Case Study with Sports Narratives

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