Hind Saddiki


2018

pdf bib
A Leveled Reading Corpus of Modern Standard Arabic
Muhamed Al Khalil | Hind Saddiki | Nizar Habash | Latifa Alfalasi
Proceedings of the Eleventh International Conference on Language Resources and Evaluation (LREC 2018)

pdf bib
Unified Guidelines and Resources for Arabic Dialect Orthography
Nizar Habash | Fadhl Eryani | Salam Khalifa | Owen Rambow | Dana Abdulrahim | Alexander Erdmann | Reem Faraj | Wajdi Zaghouani | Houda Bouamor | Nasser Zalmout | Sara Hassan | Faisal Al-Shargi | Sakhar Alkhereyf | Basma Abdulkareem | Ramy Eskander | Mohammad Salameh | Hind Saddiki
Proceedings of the Eleventh International Conference on Language Resources and Evaluation (LREC 2018)

pdf bib
Feature Optimization for Predicting Readability of Arabic L1 and L2
Hind Saddiki | Nizar Habash | Violetta Cavalli-Sforza | Muhamed Al Khalil
Proceedings of the 5th Workshop on Natural Language Processing Techniques for Educational Applications

Advances in automatic readability assessment can impact the way people consume information in a number of domains. Arabic, being a low-resource and morphologically complex language, presents numerous challenges to the task of automatic readability assessment. In this paper, we present the largest and most in-depth computational readability study for Arabic to date. We study a large set of features with varying depths, from shallow words to syntactic trees, for both L1 and L2 readability tasks. Our best L1 readability accuracy result is 94.8% (75% error reduction from a commonly used baseline). The comparable results for L2 are 72.4% (45% error reduction). We also demonstrate the added value of leveraging L1 features for L2 readability prediction.

2016

pdf bib
Analysis of Foreign Language Teaching Methods: An Automatic Readability Approach
Nasser Zalmout | Hind Saddiki | Nizar Habash
Proceedings of the 3rd Workshop on Natural Language Processing Techniques for Educational Applications (NLPTEA2016)

Much research in education has been done on the study of different language teaching methods. However, there has been little investigation using computational analysis to compare such methods in terms of readability or complexity progression. In this paper, we make use of existing readability scoring techniques and our own classifiers to analyze the textbooks used in two very different teaching methods for English as a Second Language – the grammar-based and the communicative methods. Our analysis indicates that the grammar-based curriculum shows a more coherent readability progression compared to the communicative curriculum. This finding corroborates with the expectations about the differences between these two methods and validates our approach’s value in comparing different teaching methods quantitatively.