Jio Oh
Publications
Should LLMs, $\textit{like}$, Generate How Users Talk? Building Dialect-Accurate Dialog[ue]s Beyond the American Default with MDial
More than 80% of the 1.6 billion English speakers do not use Standard American English (SAE) and experience higher failure rates and stereotyped responses when interacting with LLMs as a result. Yet multi-dialectal performance remains underexplored. We introduce $\textbf{MDial}$, the first large-scale framework for generating multi-dialectal conversational data encompassing the three pillars of written dialect -- lexical (vocabulary), orthographic (spelling), and morphosyntactic (grammar) features -- for nine English dialects. Partnering with native linguists, we design an annotated and scalable rule-based LLM transformation to ensure precision. Our approach challenges the assumption that models should mirror users' morphosyntactic features, showing that up to 90% of the grammatical features of a dialect should not be reproduced by models. Independent evaluations confirm data quality, with annotators preferring MDial outputs over prior methods in 98% of pairwise comparisons for dialect naturalness. Using this pipeline, we construct the dialect-parallel $\textbf{MDialBench}$mark with 50k+ dialogs, resulting in 97k+ QA pairs, and evaluate 17 LLMs on dialect identification and response generation tasks. Even frontier models achieve under 70% accuracy, fail to reach 50% for Canadian English, and systematically misclassify non-SAE dialects as American or British. As dialect identification underpins natural language understanding, these errors risk cascading failures into downstream tasks.
Classroom AI: Large Language Models as Grade-Specific Teachers
Large Language Models (LLMs) offer a promising solution to complement traditional teaching and address global teacher shortages that affect hundreds of millions of children, but they fail to provide grade-appropriate responses for students at different educational levels. We introduce a framework for finetuning LLMs to generate age-appropriate educational content across six grade levels, from lower elementary to adult education. Our framework successfully adapts explanations to match students' comprehension capacities without sacrificing factual correctness. This approach integrates seven established readability metrics through a clustering method and builds a comprehensive dataset for grade-specific content generation. Evaluations across multiple datasets with 208 human participants demonstrate substantial improvements in grade-level alignment, achieving a 35.64 percentage point increase compared to prompt-based methods while maintaining response accuracy. AI-assisted learning tailored to different grade levels has the potential to advance educational engagement and equity.