Demystifying large language models in second language development research

Abstract

Evaluating students' textual response is a common and critical task in language research and education practice. However, manual assessment can be tedious and may lack consistency, posing challenges for both scientific discovery and frontline teaching. Leveraging state-of-the-art large language models (LLMs), we aim to define and operationalize LLM-Surprisal, a numeric representation of the interplay between lexical diversity and syntactic complexity, and to empirically and theoretically demonstrate its relevance for automatic writing assessment and Chinese L2 (second language) learners’ English writing development. We developed an LLM-based natural language processing pipeline that can automatically compute text Surprisal scores. By comparing Surprisal metrics with the widely used classic indices in L2 studies, we extended the usage of computational metrics in Chinese learners’ L2 English writing. Our analyses suggested that LLM-Surprisals can distinguish L2 from L1 (first language) writing, index L2 development stages, and predict scores provided by human professionals. This indicated that the Surprisal dimension may manifest itself as critical aspects in L2 development. The relative advantages and disadvantages of these approaches were discussed in depth. We concluded that LLMs are promising tools that can enhance L2 research. Our showcase paves the way for more nuanced approaches to computationally assessing and understanding L2 development. Our pipelines and findings will inspire language teachers, learners, and researchers to operationalize LLMs in an innovative and accessible manner.