<span lang="EN-US">In the process of bankruptcy prediction models, a class imbalanced problem has occurred which limits the performance of the models. Most prior research addressed the problem by applying resampling methods such as the synthetic minority oversampling technique (SMOTE). However, resampling methods lead to other issues, e.g., increasing noisy data and training time during the process. To improve the bankruptcy prediction model, we propose cost-sensitive extreme gradient boosting (CS-XGB) to address the class imbalanced problem without requiring any resampling method. The proposed method’s effectiveness is evaluated on six real-world datasets, i.e., the LendingClub, and five Polish companies’ bankruptcy. This research compares the performance of CS-XGB with other ensemble methods, including SMOTE-XGB which applies SMOTE to the training set before the learning process. The experimental results show that i) based on LendingClub, the CS-XGB improves the performance of XGBoost and SMOTE-XGB by more than 50% and 33% on bankruptcy detection rate (BDR) and geometric mean (GM), respectively, and ii) the CS-XGB model outperforms random forest (RF), Bagging, AdaBoost, XGBoost, and SMOTE-XGB in terms of BDR, GM, and the area under a receiver operating characteristic curve (AUC) based on the five Polish datasets. Besides, the CS-XGB model achieves good overall prediction results.</span>

<p>This paper aims to analyze the learning behavior of Thai learners by using a computer-based learning system for English writing. Three main objectives were set: the development of a computer-based learning system, automatic behavior data collection, and learning behavior analytics. Firstly, the system is developed under a multidisciplinary idea that is designed to integrate two concepts between the self-regulated learning model and components of natural language processing. The integration design encourages self-learning in the digital learning environment and supports appropriate English writing by the provided component selection. Second, the system automatically collects the writing behavior of a group of Thai learners. The data collected are necessary input for the process of learning analytics. Third, the writing behaviors data were analyzed to find the learning behavioral patterns of the learners. For learning analytics, behavior sequential analysis was used to analyze the learning logs from the system. The 31 undergraduate students are participated to record writing behaviors via the system. The learning patterns in relation to grammatical skills were compared between three groups: basic, intermediate, and advanced levels. The learning behavior patterns of the three groups are different that use for reflecting learners and improving the learning materials or curriculum.</p>

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