The Impact of the English Language on the Academic Performance of Non-Native English-Speaking Students in CS1 Courses

Abstract

The challenges that non-native English-speaking students may face in English-based programming courses have been mentioned in several studies. Many of these studies have considered proficiency in English as a principal factor contributing to overall student performance, but very few have explored the impact of other English-related factors. Additionally, these studies were conducted in varied classes at different stages of the students' education. Few of them focused on introductory programming courses or CS1, where students have their first formal experience with programming.

The main focus of this research is to investigate the impact of three English-related factors on the academic performance of students in CS1 courses. The factors investigated are general English proficiency, knowledge of computer terminology, and foreign language classroom anxiety. In addition, this study explores students' perspectives on the difficulties they face while studying CS1 courses in English and using English-based programming languages. Finally, the effect of a peer-review-based online learning activity on students' knowledge of course-specific computer terminology was examined. This activity was designed to improve students' knowledge of, and confidence in, computer terminology.

This research applies the multiple-case study methodology. The choice of this methodology aimed to overcome the limitations that may affect the generalisability of the findings when only a single case study is conducted. CS1 students from two universities in different non-native English-speaking countries were invited to participate in this research. Over three academic years, more than 300 students from two different language backgrounds participated in the study. Quantitative and qualitative data were collected using various research instruments, including a standard English test, computer terminology test, and an adjusted foreign language classroom anxiety scale, as well as other surveys. Finally, the peer-based learning activity was evaluated using a quasi-experimental approach.

The investigations within this study identified several interesting correlations. Students' knowledge of computer terminology was found to have a significant influence on their academic performance in CS1 courses. General English proficiency also showed a low but statistically significant correlation with academic performance in the same courses. A weak negative correlation was identified between foreign language classroom anxiety levels and academic performance, though it was statistically significant in only one of the case studies.

Based on the influence of computer terminology knowledge, an online managed and peer-reviewed translation activity was developed to help non-native English-speaking students improve their knowledge of such terminology. Students who participated in this activity performed, on average, 8\% better on the computer terminology test than students in the same class from previous academic years, when the activity was unavailable.

The exploration of students' perspectives highlighted the main difficulties they face in CS1 courses regarding the use of English as a medium of instruction and studying English-based programming languages. Asking and answering questions in English, understanding programming concepts when explained in English, and understanding computer terminology were found to be the main challenges faced by non-native English-speaking students in English medium instruction classes. With respect to English-based languages and tools, dealing with error messages, using the English interface of the coding software, and understanding keywords represented the top challenges. Finally, the majority of the surveyed students expressed a desire to use a combination of English and their native language in CS1 courses.

This research is the first to conduct an in-depth investigation into the impact of English on the academic performance of non-native English-speaking students in English-medium instruction CS1 courses. The research makes several contributions, including a large-scale literature review, the development and validation of the first computer terminology test and word list for CS1 courses, and the creation of an online learning activity to improve students' knowledge of computer terminology. It also investigates and presents the correlation between students' academic performance in CS1 courses and their English proficiency, knowledge of computer terminology, and foreign language classroom anxiety using a large sample of participants. Additionally, non-native English-speaking students' perspectives on studying CS1 through English medium instruction and studying English-based programming languages are included. Finally, this study highlights important directions and research questions to guide future research in this area.