Molly Q Feldman

Federico Cassano, John Gouwar, Daniel Nguyen et al.

Large language models have demonstrated the ability to generate both natural language and programming language text. Such models open up the possibility of multi-language code generation: could code generation models generalize knowledge from one language to another? Although contemporary code generation models can generate semantically correct Python code, little is known about their abilities with other languages. We propose MultiPL-E, a system for translating unit test-driven code generation benchmarks to new languages. We create the first massively multilingual code generation benchmark by using MultiPL-E to translate two popular Python code generation benchmarks to 18 additional programming languages. We use MultiPL-E to extend the HumanEval benchmark and MBPP benchmark to 18 languages that encompass a range of programming paradigms and popularity. Using these new parallel benchmarks, we evaluate the multi-language performance of three state-of-the-art code generation models: Codex, CodeGen, and InCoder. We find that Codex matches or even exceeds its performance on Python for several other languages. The range of programming languages represented in MultiPL-E allow us to explore the impact of language frequency and language features on model performance. Finally, the MultiPL-E approach of compiling code generation benchmarks to new programming languages is both scalable and extensible, making it straightforward to evaluate new models, benchmarks, and languages.

Hannah McLean Babe, Sydney Nguyen, Yangtian Zi et al.

Code LLMs are being rapidly deployed and there is evidence that they can make professional programmers more productive. Current benchmarks for code generation measure whether models generate correct programs given an expert prompt. In this paper, we present a new benchmark containing multiple prompts per problem, written by a specific population of non-expert prompters: beginning programmers. StudentEval contains 1,749 prompts for 48 problems, written by 80 students who have only completed one semester of Python programming. Our students wrote these prompts while working interactively with a Code LLM, and we observed very mixed success rates. We use StudentEval to evaluate 5 Code LLMs and find that StudentEval is a better discriminator of model performance than existing benchmarks. We analyze the prompts and find significant variation in students' prompting techniques. We also find that nondeterministic LLM sampling could mislead students into thinking that their prompts are more (or less) effective than they actually are, which has implications for how to teach with Code LLMs.

Francesca Lucchetti, Zixuan Wu, Arjun Guha et al.

Although LLMs are increasing the productivity of professional programmers, existing work shows that beginners struggle to prompt LLMs to solve text-to-code tasks. Why is this the case? This paper explores two competing hypotheses about the cause of student-LLM miscommunication: (1) students simply lack the technical vocabulary needed to write good prompts, and (2) students do not understand the extent of information that LLMs need to solve code generation tasks. We study (1) with a causal intervention experiment on technical vocabulary and (2) by analyzing graphs that abstract how students edit prompts and the different failures that they encounter. We find that substance beats style: a poor grasp of technical vocabulary is merely correlated with prompt failure; that the information content of prompts predicts success; that students get stuck making trivial edits; and more. Our findings have implications for the use of LLMs in programming education, and for efforts to make computing more accessible with LLMs.