As Large Language Models (LLMs) are increasingly popularized in the multilingual world, ensuring hallucination-free factuality becomes markedly crucial. However, existing benchmarks for evaluating the reliability of Multimodal Large Language Models (MLLMs) predominantly focus on textual or visual modalities with a primary emphasis on English, which creates a gap in evaluation when processing multilingual input, especially in speech. To bridge this gap, we propose a novel Cross-lingual and Cross-modal Factuality benchmark (CCFQA). Specifically, the CCFQA benchmark contains parallel speech-text factual questions across 8 languages, designed to systematically evaluate MLLMs' cross-lingual and cross-modal factuality capabilities. Our experimental results demonstrate that current MLLMs still face substantial challenges on the CCFQA benchmark. Furthermore, we propose a few-shot transfer learning strategy that effectively transfers the Question Answering (QA) capabilities of LLMs in English to multilingual Spoken Question Answering (SQA) tasks, achieving competitive performance with GPT-4o-mini-Audio using just 5-shot training. We release CCFQA as a foundational research resource to promote the development of MLLMs with more robust and reliable speech understanding capabilities.

Yifan Yang, Zheshu Song, Jianheng Zhuo, Mingyu Cui, Jinpeng Li, Bo Yang, Yexing Du, Ziyang Ma, Xunying Liu, Ziyuan Wang, Ke Li, Shuai Fan, Kai Yu, Wei-Qiang Zhang, Guoguo Chen, Xie Chen. Proceedings of the 63rd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). 2025.

Yexing Du, Youcheng Pan, Ziyang Ma, Bo Yang, Yifan Yang, Keqi Deng, Xie Chen, Yang Xiang, Ming Liu, Bing Qin. Proceedings of the 63rd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). 2025.

With the rapid growth of Massive Open Online Courses (MOOCs), it is expensive and time-consuming to extract high-quality knowledgeable concepts taught in the course by human effort to help learners grasp the essence of the course.In this paper, we propose to automatically extract course concepts using distant supervision to eliminate the heavy work of human annotations, which generates labels by matching them with an easily accessed dictionary.However, this matching process suffers from severe noisy and incomplete annotations because of the limited dictionary and diverse MOOCs.To tackle these challenges, we present a novel three-stage framework DS-MOCE, which leverages the power of pretrained language models explicitly and implicitly and employs discipline-embedding models with a self-train strategy based on label generation refinement across different domains.We also provide an expert-labeled dataset spanning 20 academic disciplines.Experimental results demonstrate the superiority of DS-MOCE over the state-of-the-art distantly supervised methods (with 7% absolute F1 score improvement).Code and data are now available at https: //github.com/THU-KEG/MOOC-NER.