Identifying the Difficulties of Learning Programming for Non-English Speakers at CQUniversity and Sebha University

Abstract

Since computers have become widely used, programming has become a critical skill. Programming languages are built upon English language words and phrases. It is possible that this could make learning an English-based programming language for non-English language speakers especially challenging. In actuality, the literature did not say much. While many focused on solutions to teaching programming, and some researchers focused on the problems that led to these solutions, very few researchers made any distinction between the language capabilities of novices. Based on the literature, this research study highlights issues that directly influence beginners learning programming, looking particularly at the difficulties faced by those that do not have English as a first language. The methodological approach used in this research is a mixed methods design, with the questionnaire method for data collection in both CQUniversity in Australia and Sebha University in Libya, with experienced programmers and novice programmers in various stages of their study. These data were categorized and analysed to identify areas of difficulty. It became clear that there was a difference. While Australian students identified issues with loop statements (Do...While) and other program logic, Libyan students identified the major problem to be error messages and their interpretation, with over 71% of students identifying this as a problem. However, error messages were mentioned by just 2% of participants at CQUniversity. It was clear that English was a problem.