Semantic textual similarity for modern standard and dialectal Arabic using transfer learning

PLoS One. 2022 Aug 11;17(8):e0272991. doi: 10.1371/journal.pone.0272991. eCollection 2022.

Abstract

Semantic Textual Similarity (STS) is the task of identifying the semantic correlation between two sentences of the same or different languages. STS is an important task in natural language processing because it has many applications in different domains such as information retrieval, machine translation, plagiarism detection, document categorization, semantic search, and conversational systems. The availability of STS training and evaluation data resources for some languages such as English has led to good performance systems that achieve above 80% correlation with human judgment. Unfortunately, such required STS data resources are not available for many languages like Arabic. To overcome this challenge, this paper proposes three different approaches to generate effective STS Arabic models. The first one is based on evaluating the use of automatic machine translation for English STS data to Arabic to be used in fine-tuning. The second approach is based on the interleaving of Arabic models with English data resources. The third approach is based on fine-tuning the knowledge distillation-based models to boost their performance in Arabic using a proposed translated dataset. With very limited resources consisting of just a few hundred Arabic STS sentence pairs, we managed to achieve a score of 81% correlation, evaluated using the standard STS 2017 Arabic evaluation set. Also, we managed to extend the Arabic models to process two local dialects, Egyptian (EG) and Saudi Arabian (SA), with a correlation score of 77.5% for EG dialect and 76% for the SA dialect evaluated using dialectal conversion from the same standard STS 2017 Arabic set.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Humans
  • Language*
  • Machine Learning
  • Natural Language Processing
  • Saudi Arabia
  • Semantics*

Grants and funding

The authors extend their appreciations to the Deputyship for Research & Innovation, Ministry of Education in Saudi Arabia for funding this research work through the project number DRI-KSU-1292. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.