← 研踪 PaperTrailarXiv:2610.38016 · v1
Beyond Aggregate WER: In-domain Adaptation, Learner Speech, Code-Switching, and Speaker Attribution in Online Spanish Learning Classrooms
首次提交 2026-10-28 06:13
版本更新 2026-10-28 06:13
雷达观测 2026-10-30 10:23
摘要
Automatic speech recognition (ASR) increasingly supplies transcripts for educational NLP, but aggregate word error rate (WER) can conceal errors concentrated in learner speech, multilingual turns, and speaker attribution. We compare platform-integrated, open-weight, adapted, and commercial ASR configurations on held-out sessions of online L2 Spanish interaction between L1 English learners and their instructors and tutors. Because English is the learner's shared first language, the interactions contain Spanish-only, English-only, and code-switched turns. Evaluation combines overall WER and character error rate (CER), WER disaggregated by speaker role and language context, and diarization error rate (DER). We also adapt Whisper large-v3 and MOSS-Transcribe-Diarize with LoRA using human-corrected in-domain classroom data. MOSS adaptation produced consistent improvements across speaker roles and language contexts, whereas Whisper showed smaller gains. Domain match proved more important than data volume: Larger out-of-domain bilingual and learner corpora did not outperform the smaller classroom corpus, where learner speech and code-switching are embedded in instructor--learner interaction. The open-weight MOSS adapter was competitive with commercial Muse Voice Transcribe on WER and CER and achieved lower system-provided DER on the recordings eligible for each system. Learner, English-only, and code-switched speech remained more difficult than instructor and Spanish-only speech. The findings demonstrate the value of condition-aware evaluation and interactionally matched data for bilingual educational ASR.
作者备注：15 pages, 9 Tables, 2 Figures
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v1 · 2026-10-28 06:13 · 最新观测版本
Beyond Aggregate WER: In-domain Adaptation, Learner Speech, Code-Switching, and Speaker Attribution in Online Spanish Learning Classrooms
Automatic speech recognition (ASR) increasingly supplies transcripts for educational NLP, but aggregate word error rate (WER) can conceal errors concentrated in learner speech, multilingual turns, and speaker attribution. We compare platform-integrated, open-weight, adapted, and commercial ASR configurations on held-out sessions of online L2 Spanish interaction between L1 English learners and their instructors and tutors. Because English is the learner's shared first language, the interactions contain Spanish-only, English-only, and code-switched turns. Evaluation combines overall WER and character error rate (CER), WER disaggregated by speaker role and language context, and diarization error rate (DER). We also adapt Whisper large-v3 and MOSS-Transcribe-Diarize with LoRA using human-corrected in-domain classroom data. MOSS adaptation produced consistent improvements across speaker roles and language contexts, whereas Whisper showed smaller gains. Domain match proved more important than data volume: Larger out-of-domain bilingual and learner corpora did not outperform the smaller classroom corpus, where learner speech and code-switching are embedded in instructor--learner interaction. The open-weight MOSS adapter was competitive with commercial Muse Voice Transcribe on WER and CER and achieved lower system-provided DER on the recordings eligible for each system. Learner, English-only, and code-switched speech remained more difficult than instructor and Spanish-only speech. The findings demonstrate the value of condition-aware evaluation and interactionally matched data for bilingual educational ASR.
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