Code-switching In EFL Classroom Research Articles

Code-Switching Analysis in EFL Classroom Interaction: A Sociolinguistic Study

This research aims to analyze the types and the functions of code-switchingin EFL Classroom Interaction by teacher and students. The type of this research is descriptive using a qualitative approach. The instruments which are used are observation, interview, and documentation. The observation is conducted 3 times while interview was done to English teacher and some students to know the use of code switching in EFL classroom. The result shows that code switching is mostly used especially in explaining material to students based on Poplack theory. Three types of code switching which was used by the teacher: tag switching occurred 5 times in 3 meetings, intrasentential code-switching occored 33 times in 3 meetings, and interrsentential code-switching occurred 22 times in 3 meetings. Meanwhile, Based on Sert, there are the three functions of teachers’ code-switching accomplished. They were topic switch occurred 37 times in 3 meetings, affective function occurred 16 times in 3 meeting), and repetitive function occurred 16 times in 3 meetings. Besides, there are two functions of students’ code-switching accomplished. These functions are equivalence appeared 3 times in 3 meetings and reiteration appeared 1 time in three meetings. In conclusion, the type of code switching that is most often done by teachers is intersential switching, which occurs in one sentence, when the speaker says a complete sentence in one language into another language. Meanwhile, the code switching function that is most often used by teachers is topic switch, namely the teacher does code switching when explaining material to students, while the code switching function that is most often used by students is equivalence, namely repeating to avoid mistakes.

The Use of Code Switching in Efl Classroom

This article discusses code-switching used by teachers during the teaching and learning of English as a foreign language in the classroom. This is the result of a case study at a junior high school in Lembata, East Nusa Tenggara which aims to reveal the types and reasons for code-switching used by teachers in teaching. Data was obtained by observation and interviews with three English teachers who teach in six classes. The research results show that teachers use three types of code-switching, namely inter-sentential, intra-sentential, tag code-switching, and inter-participant code-switching. The use of these types depends on the teaching and learning situation in the classroom. The use of code-switching is based on the reason that it is used as a translation, to increase vocabulary, explain difficult words or topics, change topics, clarify subjects, avoid boring situations, and provide information. The use of code-switching helps teachers to teach and students to learn English, especially for new learners

Attitudes Toward Code-switching in EFL Classrooms Among Iraqi Instructors

Code-switching is a hot-button issue for many EFL classes. It is related to the impact of the students' first language on the foreign language they learn. The purpose of this research is to examine and demonstrate instructors' attitudes toward code-switching in EFL classes in Iraq. A 15-items questionnaire with three sections is designed and distributed to the instructors. The questionnaire responses are weighted; and percentages are calculated using the SPSS program. The findings indicate that instructors have a favorable opinion about the majority of question items. Attitudes of EFL instructors toward code-switching are consistent, with a moderate level of agreement with reference to access to the subject matter. The instructors' attitudes toward classroom management are poor in the second section. There is little agreement among faculty members on the third section, which deals with interpersonal ties. Dissimilarities in attitudes exist when it comes to a few questions. Because of these inconsistencies, code-switching in EFL classrooms should be changed to match the real teaching methods.

CODE SWITCHING IN EFL CLASSROOM: A NARRATIVE INQUIRY INTO TEACHERS’ EXPERIENCES AND PERCEPTIONS

This study utilized a narrative inquiry to investigate code switching in EFL teachers’ classroom and their experiences with it. By applying this approach, the study aimed to comprehend the complex nature of code switching in language classrooms through the perspectives of the teachers who utilize it. Ten EFL teachers were selected on the purpose for the study, and data was gathered through semi-structure interviews. The results reveal that EFL teachers varied in their frequency of code switching, with some preferring to use the target language as much as possible, while others employed code switching to enhance student comprehension. Code switching was more prevalent when teaching students with lower language proficiency to facilitate understanding and communication. It was also employed to create a comfortable learning environment, clarify meaning, and address communication breakdowns. However, some teachers were concerned that excessive code switching could hinder students’ language development, and frequent code switching could negatively impact language development. These findings provide valuable perspectives on code switching in EFL classroom, informing language teaching practices and curriculum development. In summary, this study highlights the complex nature of code switching in language classrooms and emphasize the importance of balancing its usage to promote students’ proficiency in the target language.

Code-switching in EFL classrooms: factors influencing teachers to use code-switching and its types used in the classrooms

Among myriad prior studies on code-switching, little has been done on the factors influencing teachers to use code-switching and their classroom practices. The current research was aimed at investigating the motives of EFL teachers applying code-switching and the sorts of code-switching used by the EFL teachers in the classroom. This study used a qualitative case study as a research design by conducting in-depth interviews and observations as a data collection process. The obtained data were analyzed through coding, i.e., finding the similarities of the data and theming. The research participants were two EFL teachers at a private university in Yogyakarta Indonesia who have code-switching experience when teaching. The research found five reasons teachers used code-switching in EFL teaching and learning: discussing specific topics, making teaching and learning more practical, managing the classroom, building social relationship, and encouraging students' active participation. In addition, the observation found three code-switching types used by EFL teachers in their classrooms. The study implies that while code-switching offers some benefits, teachers should use code-switching at a minimum rate to keep students with maximum exposure to the English language.

Students Perceptions towards Code-Switching in EFL Classroom

Students Perceptions towards Code-Switching in EFL Classroom

Code-switching in English classrooms and its Impact on undergraduate learning in a public university in Afghanistan

The alternate use of two different languages as code-switching is situated in the field of bilingualism and it is considered a common feature of those who speak two or more languages. The occurrence of code-switching in English classrooms is considered a conducive linguistic resource to be exploited and practiced sensibly. This study aims to highlight the current situation of code-switching in EFL classrooms, the motives for EFL lecturers’ code-switching during their instruction to facilitate the teaching and learning process, and the measures for avoiding the use of code-switching. A qualitative study based on interviews followed by classroom observation was conducted. Eight EFL learners in a public university participated in this study. Four instructional periods of classroom observations were carried out. The results indicated that code-switching is predominantly employed and learners perceive it positively and lecturers use it for content clarification and building rapport with learners. Moreover, it can be also considered as impeding language skills. Keywords: Code-switching; EFL; EFL classroom; language.

The Function of Code-Switching in EFL Classroom at Tishk International University

The Function of Code-Switching in EFL Classroom at Tishk International University

Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse

Abstract Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigated teachers’ perceptions on code-switching in their classrooms addressing two research questions, namely what types of code-switching EFL teachers were practicing in EFL classrooms and what were their perceptions on their code-switching. Four EFL teachers participated in the study. The analysis of the data collected through manual and electronic observations as well as structured interviews, indicated that intra-sentential and inter-sentential types of code-switching were practised throughout the classroom teaching processes. The main motives for resorting to code-switching were found to be EFL students’ lack of linguistic proficiency, keeping solidarity with the students and managing the classrooms.

Code Switching In EFL Classroom: The Teachers’ Side Views

The aims of this research were to find out the categories and the functions of code switching used by the English teacher of SMK Negeri 1 Makassar. This research employed descriptive qualitative research design. The participant was one of all the English teacher of SMK Negeri 1 Makassar, this participant is taken by using purposive sampling technique. The instruments were observation and audio recording. The results showed that (1) The three category of code switching mentioned by (Appel & Muysken, 2006) are found by the researcher. There are six examples of tag switching category, fourteen examples regarding with inter-sentential as well as there are thirteen examples of intra-sentential code switching found by the researcher in EFL classroom of SMK Negeri 1 Makassar; (2) The four functions mentioned by (Eldridge, 1996) are correct because the researcher found the example of equivalence in the extract one, floor-holding in the extract two, reiteration in the extract three and the last, conflict control in the extract four. It means that the researcher supports the theory of the expert regarding with the functions of code switching in EFL classroom.

Pre-Service English Teacher’s Experiences in Using Pedagogical Code-Switching in EFL Classroom: A Narrative Inquiry Study

This research focuses on the experience of pre-service teachers who are carrying out teaching and learning practices in 8th grade Senior High Schools. By using code-switching to explain English subject matter at the school, as well as solving a problem during teaching and learning. For example, 1. How is Indonesian pre-service teachers' code switching functioned in EFL classes? 2. How did the use of code-switching as a teaching strategy influence the respect the Grade 8 Natural Sciences students had for their teacher?

English - Algerian Arabic Code-switching in EFL Classroom: Case of EFL Teachers and Students in the Department of English at Tlemcen University, Algeria

The main aim of the present paper is to provide an in-depth look at the relationship between English and Algerian Arabic (L1) in an EFL classroom in the department of English at Tlemcen University, Algeria. In this regard, the researchers try to determine the reasons and functions behind the use of Code-Switching among EFL teachers and students of English to Algerian Arabic. To conduct this research work, the researchers collected data through an interview that was conducted with 16 teachers of Comprehension and Oral Expression, Literature, and Civilization in the Department of English at Tlemcen University in Algeria, and supported by a classroom observation of students with the same teachers. Findings revealed that the use of Algerian Arabic is inevitable. Teachers’ responses exhibit negative attitudes towards English-Algerian Arabic code-switching in class, but they do not deny its integration as a pedagogical necessity to explain difficult words and expressions that are hard to be grasped in the target language. The results also showed that teachers peacefully attempt to get their students accustomed to lectures delivered in English solely by avoiding translation and applying the direct method of TEFL. Furthermore, they declare that infrequent use of AA is beneficial to foster students’ academic achievements and language skills development.

Chinese University Students’ Perceptions of teacher Code-switching in EFL Speaking Classrooms

While research on students’ perceptions of code-switching in EFL classrooms has proliferated over the past several decades, limited research has been conducted to understand students’ perceptions with different levels of language proficiency in English. Drawing on both quantitative and qualitative data collected from students with different English proficiency levels, the present research reports students’ perceptions of teacher code-switching in EFL speaking classrooms in Chinese tertiary context. The quantitative data collected from questionnaires show that students do not favor total immersion. Students believe that English should be the medium of instruction for activities and their opinions show mixed results under the circumstances of teaching grammar and usage of English. Mixed opinions are also found in terms of teacher switching to Chinese to give administrative information and test information. The qualitative data in the questionnaire suggest that students prefer Chinese teacher of English owning to better understanding, and they attribute their levels of English as the deciding factor of their preferences. No statistical differences achieved regarding the perceptions from Level One and Level Two students. Findings suggest that the systematic and effective use of learner’s L1 is beneficial for language teaching in speaking classrooms, and L1 can be regarded as a powerful tool to develop effective teaching approaches for English language teachers.

Pedagogical Practices of Code-Switching in EFL Classrooms in Padang, Indonesia

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CODE-SWITCHING IN EFL CLASSROOM: IS IT GOOD OR BAD?

Code-switching has been an evolving topic since the bilingualism blooming in linguistics milieu. However, practitioners or experts have contrastive views regarding its use in classroom setting. While the proponents believe that the presence of code-switching in one side is considered as an asset to teach language, the opponents see it is as merely an obstacle to achieve learning goal that is to acquire target language. Code-switching serves many functions for both teacher and students yet it is still employed. Despite the pro and cons of the code-switching, this research aims to show the perspective of both teacher and students towards code-switching and functions it serve in EFL classroom setting. This research used qualitative descriptive approach and the data were taken from the informants of English department in one of university in Surakarta to explore whether the use of code-switching in EFL classroom was seen as beneficial tool. It begins by the general view of EFL use in everyday classroom. This current study found that code-switching was preserved as benefits as it served some functions for teacher to convey material and for students to received material and communicate in classroom.

Code Switching on Students’ Group Presentation in EFL Classroom

The study aimed to find out the functions of code switching used by the lecturer and the students during group presentation, and the lecturer and the students’ perception toward the use of code switching in EFL classroom during group presentation. This study is a qualitative research design. The subjects of the study were an English lecturer and three students in second semester of STKIP Muhammadiyah Bone, which were taken through convenience sampling technique. The data of this study were collected by employing classroom observation and interview. The data obtained were analyzed descriptively by using three steps, namely reducing, describing, and classifying. The result of the research showed that the lecturer employed code switching in EFL classroom during the students’ group presentation for some functions, namely to emphasize the important point, to reinforce a request, to ease of expression, to change of attitude relationship, checking for students’ understanding, lapses, self-correction, and speech connective. To emphasize the important point and reinforce a request became most frequently used by the lecturer. There were five functions of code switching used by the students during group presentation, namely to emphasize the important point, to suit the domain knowledge, to reinforce a request, to change of attitude relationship, and to self-correction. To suit the domain knowledge became the most frequently used by the students. The lecturer and the students’ perception towards the use of code switching in EFL classroom during group presentation were mostly positive. The lecturer and the students need code switching in teaching and learning English because it can make them easy to understand and comprehend from the material given. Code switching also effective in enlarging the students’ vocabulary, helped them to learn English, made them be more active in classroom interaction and influenced their fluency in speaking English.

Code-Switching: A Useful Foreign Language Teaching Tool in EFL Classrooms

In every society, language plays a vital role in communicating with each other as it allows speakers to expand their knowledge, deliver their ideas, opinions and feelings in the society. English, as a global language, provides a platform for communication for people who speak the language. Due to the growing trend in linguistic globalisation, bilingualism has become a very common phenomenon in today’s world. In bilingual communities all over the world, speakers frequently switch from one language to another to meet communication demands. This phenomenon of alternation between languages is known as code-switching. The present study aims to focus on the teachers’ use of code-switching as a language teaching tool in EFL classrooms in Pakistan. It also deals with the functions and types of code-switching in EFL classrooms. Four EFL speaking skill classes were observed, and audio was recorded and transcribed to analyse why and how code-switching was used in the classrooms. The analysis of classroom interaction transcripts revealed that teachers code-switched to maintain discipline, translate new words and build solidarity and intimate relationships with the students before, during and after the lessons. The study found that code-switching from L2 to L1 in the speaking classes did occur although English remained as the main medium of instruction. All the teachers consciously code-switched throughout their lectures. Teachers also code switched to Urdu after the lectures. Three types of code-switching occurred during the EFL classes: tag-switching, intra-sentential code-switching and inter-sentential switching. Hence, code-switching is a useful teaching tool in EFL classrooms to facilitate teaching and learning.

INVESTIGATING IRANIAN EFL LEARNERS’ ATTITUDES TOWARD TEACHERS’ CODE SWITCHING

Code switching is defined as change in language teaching to help learners understand the EFL points. Code switching can be enjoyed at different times in the EFL classes by the teachers and may be as a safe help to understand and comprehend the points and materials. The present paper is to analyze and study the Iranian learners’ attitudes toward teachers’ code switching in EFL classrooms. The researchers enjoyed a questionnaire adopted from a study done by Yao (2011). The questionnaire had 20 items in different topics. The learners’ attitudes toward the questionnaire’s items were stated in percentage form. The findings showed that most of the learners had a positive look toward code switching by their teachers because some EFL points are really difficult to understand and it is better to change the language of teaching and help learners achieve the EFL points.

Code-switching in EFL classrooms and the perceptions of the students and teachers

This study aimed to investigate the amount of code-switching in terms of sentential levels and initiation patterns, the discourse functions of code-switching, and the perceptions of the switchers. Accordingly, 43 students at the elementary level and four of their instructors in two EFL classrooms took part in the study. These participants were chosen through random sampling. Data were collected through observations, questionnaires to students and teachers, and interviews with a selected sample. The results of the quantitative and qualitative analysis of the triangulated data showed that students’ use of code-switching was rather high. Teachers’ code-switching was even higher than expected. In terms of initiation patterns, student-initiated code-switching was quite high whereas in terms of sentential levels, inter-sentential level was observed a little more than intra-sentential level. The analysis of discourse functions revealed that both the students and the teachers employed code-switching mostly for meta-language, which is a function used to talk about grammar or language tasks. The perceptions of all participants on code-switching overlapped in that they believed that it was a tool that fostered learning in beginner levels and could be used to attract attention or for jokes, yet should be abolished as the proficiency level increases.

On Attitudes to Teachers’ Code-switching in EFL Classes

Code-switching is commonly viewed with suspicion in EFL classes. The present article is to investigate and show the teachers and students’ attitudes to code-switching (CS) used by teachers in EFL classes in China. A four-section 20-item questionnaire was developed and distributed to the students and teachers. The data from the questionnaire were tabulated, and frequencies and percentages were conducted by SPSS program. The results display that students have the similar opinions with the teachers in most of question items. This consistency suggests that teachers and students have a similar positive attitude to teachers’ code-switching in EFL classroom. However there are some discrepancies in attitudes between the two samples in some question items. These discrepancies suggest that the use of code-switching in EFL classroom should be adapting to the practical teaching.