Educational Report of Programming Language Dolittle
for Foreign Students
Ming Hu, Keiji Emi（The Kyoto College of Graduate Studies for Informatics）

Abstract
We introduce the educational situation of Japanese programming language “Dolittle” forforeign students in the ﬁrst time. We also explain that such programming is effective to study
Japanese.
Keywords: Foreign Students, Dolittle, Programming Language

1．Introduction

2．Actual Situation of the Class

Dolittle is one of the programs designed for

The students of this course are special researcheducation, which is being developed by Susumu
Kanemune of Osaka Electro-Communication University [1]. It is developed for online version,Windows version and Linux version by Java
programming. The original meaning of the nameof “Dolittle” is “do a little bit” in English. As asimply introductory programming, Dolittle uses
an object named “Turtle” to express all of thestudents who concentrate on Japanese study andentrance to the graduate school. 72 students of twoclasses most of whom just have started to learn
Japanese take 15 lectures once a week. According
to Fig 1, the students are mostly composed of thosecoming from China, yet the number of students
coming from Vietnam is tending to rise.

programs in the same words at the editing screen.

4,11%
3,9%
0,0%

For example, Japanese is only available language inthe one of Japanese version. As this future, it is not only
helpful to understand the rules and principles of otherprogramming languages, but also possible to learn andreview the basic Japanese grammar and words.
In this paper, we make an introduction

Semester 1
Semester 2

31,89%
2,100%
32,91%■ Foreign students from China

Semester 3■ Foreign students from Vietnam

about the educational situation of JapaneseFig 1. The composition of students

programming language “Dolittle”. In Section 2,
we describe the situation of the class, such as the2-1 Syllabus of the ClassIn this class, we use “Learning Programming bycomposition of students and content of the class.

Dolittle” as the textbook written by the developer

The result of lesson practice and questionnaire

Susumu Kanemune and Yasushi Kuno. “Learningresults will be given in Section 3. Finally, we makeprogramming in 5 hours: Dolittle” [3, 4] sharedsome comments in Section 4. This paper is also

by Yasushi Kuno on internet is one of our mainpresented at a research presentation meeting ofreference. As a first class for Dolittle, we only

Information Processing Society of Japan [2].

introduce the ﬁrst 5 chapters in the textbook. The
concrete contents are as follows.

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NAIS Journal

・Objectiveclass:
study
grasp
understandofthe
basicByruleand Dolittle,principle toof generalprogramming;
to
go
over
thebasicJapanesethe drawing of graphics, creation of game andgrammar.
music,and communication with the network; to・Lesson
understandPlan：
the basic rule and principle of general
Module 1: Learning programming for the first time
programming; to go over the basic Japanese
Module 2: Let’s paint the color to the painted
grammar.
pictures・LessonPlan：
Module 3:
Let’s make a paint software
Learning programming for the ﬁrst
Module1:Module 4: Animation
time 5: Treasure picking up game
ModuleLetʼs paintthe color to the painted
Module6:2:Ping-pong
Modulegame
pictures7: Shooting game
ModuleModulemusic
Module8:3:Playing
Letʼs makea paint software
Module
9:
Let’s
enjoy
music
Module 4: Animation
ModuleLet’s communicatewiththe network
picking up
game
Module10:
5: Treasure
Module 11: Let’s make a chart
Module 6: Ping-pong game
Module 12: Let’s exchange our music
Module 7: Shooting game
Module 13: Exercise 1
Module 8: Playing music
Module 14: Exercise 2
Module 9: Letʼs enjoy music
Module 15: Final test
Module 10: Letʼs communicate with the network
Module 6WDWHRIWKHFODVV
11: Letʼs make a chart２－２Module12: Letʼsexchange
our music
In eachmodule,the classis composed ofexplaining
Module 13:programming
Exercise 1 source code and exercises
usually.
First,
the contentsof class, especially theModule 14: Exercise2
programmingcodes
in edit screen are explained
Module 15: Final
test
precisely for students. Secondly, students practice
to input and run the codes by themselves. Finally,
2-2 State of the class
we leave some assignments for students to review
In each module, the class is composed of
the contents they have learned. The assignments
explaining
source codeinand
exercises
need to beprogramming
uploaded in KING-LMS
a givenperiodusually.
First,
thecontentsofclass,especiallytheof time.
programmingcodes in edit screen are explained
Fig 3. An example of teaching materials)LJ$QH[DPSOHRIWHDFKLQJPDWHULDOV
３． 5HVXOWVRI/HVVRQ3UDFWLFH
３－１ )LQDO7HVWDQGWKH5HFRUGV
3．Results
LessonThe
recordsof ofthe Practiceclass is composed ofattendance (30%), assignments (30%), and final test
3-1 Final Test and the Records(40%). Most questions in final test are selected fromof the givenclass inisModule
composedofTherecords
theexercise
collections
13 andassignments(30%),in andattendance(30%),
Module 14. The
contentsof questions
finalﬁnal
testquestions
ﬁnal
test areselectedtest(40%). Mostare focusedon thoseabout inthedrawingof graphics
collectionsin Module13
fromthe exercise
and creationof game.
We givenalso refer
to somequestions
in[5].
and Module 14. The contents of questions in ﬁnal
Theof final
testthearedrawing
listed as
focused on thoseaboutoftest
aredistributions
follows.
graphics and creation of game. We also refer to
some questions in [5].
7DEOH'LVWULEXWLRQRI)LQDO7HVWThe distributions of ﬁnal test are listed as
Number offollows. Range of scorestudents
0～60Distribution of Final
2 TestTable.
60～70Range of score
Number6of students
282
0 〜 60 70～80

precisely
students. Secondly, students practice２－３ for
7HDFKLQJ0DWHULDOV6DPSOHV
to inputandsection,
run thewecodesby somethemselves.
Finally,
In thisshow
examples
about
how
touse
theteachingmaterials.
we leave some assignments for students to review
hidesome
parts ofThetheassignments
programming
the Usually,
contentswe
theyhavelearned.
codestotobehelp
studentsintoKING-LMS
review the contents
theyneeduploaded
in a given
have already learned, as shown in Fig 2. The resultperiod of time.
of execution is presented at run screen, as shown inFig 3.
2-3 Teaching Materials Samples
In this section, we show some examples about
how to use the teaching materials.
Usually, we hide some parts of the programmingcodes to help students to review the contents they
have already learned, as shown in Fig 2. The
result of execution is presented at run screen, asshown in Fig 3.

)LJ$QH[DPSOHRIWHDFKLQJPDWHULDOV
Fig 2. An example of teaching materials

260 〜 70670 〜 802880 〜 90

1490 〜 10022NAIS Journal

31

Vertical bar graph of scores in 10-point increments

Q1.Do you think that programming isinteresting by taking the Dolittle class?

is shown in Fig 4 as follows.
Not funScores in 10-point14Increments
80～90
90～10022
Vertical bar graph of scores in 10-point increments
is shown in Fig 4 as follows.

Not very fun

Number of student

A little fun
Very funNumber of students

Fig 4. Histogram of the distribution of ﬁnal test

By the above results, most students have grasped

Q2.Do you think that Dolittle programming is
helpful to learn Japanese?

the basic programming ability to draw graphics
and create some games and music.

not helpful)LJ+LVWRJUDPRIWKHGLVWULEXWLRQRIILQDOWHVW
3-2 Questionnaire Results

not very helpful
a little helpful

In order to investigate the education effect,
By the above results, most students have grasped
especially that on the help to Japanese study andthe basic programming ability to draw graphics andresults,
a questionnaire
survey withimprove
the games
create someandmusic.
the following two questions were conducted aftertheﬁnal 4XHVWLRQQDLUH5HVXOWV
test.
３－２

very helpful
Number of students)LJ4XHVWLRQQDLUHUHVXOWVFig 5. Questionnaire results
３－３ 6RPHWKLQJ1RWLFHGLQWKH&ODVVIn thisstudents
subsection,
somethingforeignhave wefelt introduce
much confusedabout
noticedintheclassasfollows.
Method「左回り」as shown by source codes in
1. Theprogrammingcodes are explained
results of implementationin Figby7,Fig
6 andfollowing the basic rule that “Object” and “Method”
since they donʼt know as a nominalized word, it isare expressed by noun and verb, respectively. Yet,natural expression of verb「左回る」. The anotherforeign students have felt much confused aboutsimilar example is Method「位置」.
Method「左回り」as shown by source codes in Fig 6
basic rule, symbol
explained
anotherand2．As
resultsof implementationin Fig“!”
7,issince
theyword「を」.
Yetitisstillalittleas
Japanese
don’t know as a nominalized word, it is naturalforeign studentsTheto another
understandthedifﬁcult forexpressionof verb「左回る」.
similarthink thatis・Q1.
Do youIn order
to investigate
the programming
education effect,
especiallythat on thehelp tothe
Japaneseinterestingby taking
Dolittlestudy
class?andimprove
theresults,
aquestionnaire
surveywithis・Q2. Do you think that Dolittle programming
the following
twoquestions
wereconductedafter
helpful to learn Japanese?
thefinal
test. to the questionnaire results, asAccording
・ Q1.  Do you think that programming isshown in Graph5, we can see that for about 90%
interesting by taking the Dolittle class?
of students the interest to learn programming・Q2. Do you think that Dolittle programming ishas been born by taking the class of Dolittle.
helpful to learn Japanese?
givequestionnairethem some conﬁdence
whenThis
may also
Accordingto theresults, as shown
learning
otherin Graph5,weprogramming.
can see thatFor
forforeign
aboutstudents
90% ofto interest
study Japanese,
programming
who
beginthestudents
to learn theprogramminghasbeen born expressedby taking theclass of Dolittle.
This mayin Japanesecompletely
likelanguage
also giveprovide
them somelearninga newconfidence
platform whento learnandDolittle
otherprogramming.
Forforeignstudents
who
begin
practice Japanese. As shown by data, about 88%
to students
study Japanese,the itprogramming
language
think thatis effective for
theirofexpressed in Japanese completely like Dolittle
Japanese study.
provide a new platform to learn and practiceJapanese. As shown by data, about 88% of students
3-3 Something Noticed in the Class
think that it is effective for their Japanese study.
In this subsection, we introduce something

exampleis Method「位置」.
meaningof “!”, since as we have known that

noticed in the class as follows.
1．The programming codes are explained byfollowing the basic rule that “Object” and “Method”)LJ0HWKRGRI「作る」DQG「左回り」
Fig 6. Method of「作る」and「左回り」

are expressed by noun and verb, respectively. Yet,
332

NAIS Journal

biggest difficulty is to understand staff, since thebasic music education is taught by numbered music
notation only.
biggestdifficulty is to understand staff, since the 4．Conclusion
basicmusiceducation is taught by numbered music
４． &RQFOXVLRQnotation
only.
Dolittle
isis aa very
Dolittle
very interesting
interesting educational
educationalprogramming
andandeasyeasy
to learn.
For theto learn.
For
programminglanguage
language
４．
&RQFOXVLRQstudents
whohavenoany
experience
the students who have no any experience ofof
Dolittle is a veryexclude
interestingworry
educational
programming,
can excludethe
the worrytoto thetheprogramming,ititcan
programming
language andandeasy
to learn.
Forthedifficulty of programming
help
them tolearn
difﬁculty of programming and help them to learn
students
who havelanguage
no anyexperience
ofother programming
further.
It is also
languagefurther.
Itisalso
otherprogramming
programming,
it cana excludethe worry
to theexpected to become
new platformof Japanese
becomeanewplatformofJapanese
expected
todifficulty
programming
andcharacter
help themto codeslearn
study, duoof tothe particularthatduototheparticularcharacter
that
codes
study,
otherprogramming
languagefurther.
Itisalso
can be written by Japanese.
can be writtenby Japanese.
expected
to becomea new platform of Japanesestudy, duo to the particular character that codes【 References 】【5HIHUHQFHV】
canbe written by Japanese.

)LJ5HVXOWVRILPSOHPHQWDWLRQ2. As another basic rule, symbol “!” is explained)LJ5HVXOWVRILPSOHPHQWDWLRQFig 7. Resultsof implementationas Japaneseword「を」. Yet
it is still a little difficult

for foreign students to understand the meaning of2.
As anotherbasicsymbol“!”is explained
Vietnamese
follows
VO structure,that“!”, since
as or
weChinese
have rule,
known
that
Vietnameseor
asJapaneseword「を」.
Yetitisstillalittledifficult
isto say, follows
the verbVO
is followed
an objectof nounChinesestructure,bythat
is to say,theforforeignstudents
tounderstandthemeaningofverb is followed
an objectof nounJapanese.
directly withdirectlywith anyby
wordlike 「を」in“!”,
since
as we
have known
that Vietnamese oranyword like「を」inJapanese.
areeasily spelled wrong
3．Somewords
ChinesefollowsVO
structure,thatis tosay, the 3.foreign
Some words
are from
easilyChina
spelledwrong
forstudents
dueto theforverb
isfollowedbyanobjectofnoundirectly
withforeign students
from For
China
due to theexample,「ボタン」
pronunciationof Chinese.
anyword like of「を」inJapanese.
pronunciation
Chinese.
For example,「ボタン」isiseasilyspelled by「ポタン」． spelled wrong foreasily
3. Someare easilyspelledwords
by「ポタン」.
on Japanese
4．For students
some words
foreign
fromdepending
China dueto the4. For some words
dependingon Japanese
it also letsforeign students toculturedeeply,pronunciationofChinese.
For
example,「ボタン」isculture deeply, it also lets foreign students tomeaning,suchsuchas「カメ太」or「カas「カメ太」or「understandtheireasilyspelledby「ポタン」.
understandtheirmeaning,
4. For. some words depending on Japanese
カメ吉」
メ吉」.
culturedeeply,italsolets forforeignstudents
tosomedifferent
for namethenameof
5．Thereare
5. There
aresomedifferent
theof colors
understandtheirmeaning,as「カメ太」or「カused byJapaneseand Chinese.
For Forexample,thebyJapanese
andsuchChinese.
example,colorsused
メ吉」.
color「青」inJapanese
isblue,yetitisCyaninthe color「青」in Japanese is blue, yet it is Cyan5.
There
aresomedifferent
forthenameofcolors
Chineseas shown
in Fig
8. 8.
inChineseas shown
in Figused by Japanese and Chinese. For example, thecolor「青」in Japanese is blue, yet it is Cyan in
Chinese as shown in Fig 8.

[1] Susumu Kanemune and Yasushi Kuno, Learning[1] Programming
Susumu Kanemuneand Yasushi
Kuno,by Dolittle, E-TEXT
Institute, 2008.
Learning
Programming
byDolittle,
E-TEXT[2] Ming Hu and Keiji Emi, “Practice of Teaching Foreign【5HIHUHQFHV】
Students
Japanese Language Programming Dolittle”,
Institute,2008.
[1]Susumu
KanemuneandYasushi
Kuno,
IPSJ
Transactions
Computersand[2] Ming Hu andKeiji onEmi,“Practiceof Education,
Teaching
2016-CE-134,15,
pp.1-4,
2016.
Learning
Programmingby Dolittle, Language
E-TEXT
ForeignStudents
Japanese[3] Yasushi
Kuno, Learning programming in 5 hours:
Institute,2008.
Programming Dolittle”, IPSJ Transactions on
Dolittle,
2009.http://www2.gssm.otsuka.tsukuba.
[2]
Ming
HuandKeiji Emi,
“Practice of 15,
Teaching
Computers
andEducation,
2016-CE-134,
pp.1-4,ac.jp/staff/kuno/lectures/GEN/2009-09-Dolbook09.pdf
ForeignStudents
Japanese
Language
2016.
[4] http://dolittle.eplang.jp/
Programming
Dolittle”,
IPSJprogramming
Transactionsin on[3]
Kuno,Learning
5[5] Yasushi
http://dolittle.eplang.jp/data/pdf/dolittComputersandEducation,
2016-CE-134,15,
pp.1-4,hours:
Dolittle,
leKurebayashi.pdf
2016.
2009.http://www2.gssm.otsuka.tsukuba.ac.jp/staff/[3]
Yasushi Kuno, Learning programming in 5
kuno/lectures/GEN/2009-09-Dolbook09.pdf
hours:
Dolittle,[4]
http://dolittle.eplang.jp/……………………………………………………………………
2009.http://www2.gssm.otsuka.tsukuba.ac.jp/staff/[5]
http://dolittle.eplang.jp/data/pdf/dolitt◆著者紹介kuno/lectures/GEN/2009-09-Dolbook09.pdf
leKurebayashi.pdf[4] 胡http://dolittle.eplang.jp/
明 Ming Hu[5]http://dolittle.eplang.jp/data/pdf/dolitt◆著者紹介：
京都情報大学院大学講師。
leKurebayashi.pdf
胡 明 京都情報大学院大学教員。京都大学大学院情報京都大学大学院情報学研究科数理工学専攻博士課程修了。
学研究科数理工学専攻博士課程修了。情報学博士。研究
情報学博士。研究分野はナッシュ均衡，マルチリーダ・フォ◆著者紹介：
分野はナッシュ均衡、マルチリーダ・フォロワゲームとロワゲームと均衡制約付き均衡問題。
胡明 京都情報大学院大学教員。京都大学大学院情報均衡制約付き均衡問題。日本オペレーションズ・リサー
日本オペレーションズ・リサーチ学会会員。元日本学術振学研究科数理工学専攻博士課程修了。情報学博士。研究
チ学会会員。元日本学術振興会特別研究員。
興会特別研究員。
分野はナッシュ均衡、マルチリーダ・フォロワゲームと均衡制約付き均衡問題。日本オペレーションズ・リサー
江見 圭司 Keiji Emi
チ学会会員。元日本学術振興会特別研究員。
京都情報大学院大学准教授。

)LJ1DPHRIFRORUVFig 8. Name of colors
6. For Chinese students, it takes too much effort
6．For Chinese
students, it takes too much)LJ1DPHRIFRORUV
to study the part of “Playing Music”. One of theeffort
 to study the part of “Playing Music”. One of
difﬁculty
is to understandstaff, sincethe6.biggest
For Chinese
students,
it takes too mucheffort 4
music
education
is taught
byOne
numbered
thebasic theto study
partof “PlayingMusic”.
of themusic notation only.

京都大学理学士，同大学院修士課程修了（化学専攻），同大学院博士課程修了（人間・環境学専攻），人間・環境学博士。
元金沢工業大学専任講師。
ET ロボコン関西地区大会実行委員長，ゲーム学会評議員，一般社団法人情報処理学会「コンピュータと教育」研究会運営委員。

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NAIS Journal

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