Code Switching in EFL Classrooms: A Bangladeshi Perspective

Obaidullah, Md.

doi:10.17507/tpls.0605.03

Cited by 11 publications

(11 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this study, to support the qualitative data, questionnaires were used as the instrument of this study. The questionnaires were adapted from the questionnaires in Obaidullah (2016). The participants were asked to fill the questionnaires based on their perception.…”

Section: Methodsmentioning

confidence: 99%

The Perception of Efl Students to the Use of Code-Switching in Classroom

Purnama¹

2020

sphota

View full text Add to dashboard Cite

Bahasa memainkan peran penting dalam kehidupan kita sehari-hari. Penggunaannya tidak terlepas dari komunikasi kita sehari-hari. Salah satu bahasa yang digunakan oleh semua orang di dunia untuk berkomunikasi satu sama lain sebagai bahasa internasional yaitu bahasa Inggris. Bahasa ini merupakan bahasa asing bagi siswa EFL khususnya di Indonesia. Oleh karena itu, dalam proses pengajaran bahasa ini, biasanya terjadi alih kode. Penelitian ini bertujuan untuk mengetahui persepsi siswa EFL terhadap penggunaan alih kode di dalam kelas. Para siswa yang menjadi perhatian adalah siswa yang berada pada kelas mata kuliah bahasa Inggris untuk pendidikan tinggi. Metode pengumpulan data penelitian ini langsung dari angket siswa. Penelitian kualitatif diterapkan dalam penelitian ini dalam menganalisis data. Terdapat tiga puluh satu siswa yang terlibat dalam kuesioner setelah mereka menyelesaikan kelas mata kuliah bahasa Inggris. Data dari angket tersebut, kemudian dianalisis berdasarkan teori Cohen (2010) untuk mengetahui persepsi siswa tentang penggunaan alih kode dalam pembelajaran bahasa Inggris. Hasil penelitian menunjukkan bahwa siswa memberikan persepsi positif mengenai penggunaan alih kode dalam pembelajaran bahasa Inggris sebagai bahasa asing. Persepsi positif tentang penggunaan alih kode ini diharapkan dapat digunakan dalam proses belajar mengajar bahasa Inggris bagi siswa EFL.

show abstract

Section: Methodsmentioning

confidence: 99%

The Perception of Efl Students to the Use of Code-Switching in Classroom

Purnama¹

2020

sphota

View full text Add to dashboard Cite

show abstract

“…On Muin (2011) perspective, SC is used by the speaker as a strategy to communicate with our interlocutor in order to keep a communication run on. Supporting Muin's opinion, Syam et al (2018) claimed that code switching is beneficial for teachers and students to provide explanations about the subject matter to students, to get overall comprehension of conversation (Mahdi & Almalki, 2019), to make students understand difficult and new vocabularies in the text (Obaidullah, 2016), to achieve personal motivations and communicative efficiency (Castillejo, Calizo, & Maguddayao, 2018), and to promote relationship with students, to switch the topic, and to persuade or motivate students to be more engaged in learning English. In addition, Orynbek ( 2020) reported that in the classroom practices, participant do code switching for these reasons; to avoid misunderstanding, to help in comprehending the message delivered, to attract attention, to quote something said by others, to express loyalty to their culture, to create a sense of belonging, to persuade others, to discuss certain topics, to make the lesson more enjoyable, to crack jokes, to express themselves easily, to express personal emotions (e.g.anger, sadness, happiness, etc.…”

Section: Introductionmentioning

confidence: 99%

“…The use of CS quite often happen in EFL practices of teaching and learning over the world in which English is learned formally. It is used unconsciously by teacher or the students during conducting conversation (Wang & Wu, 2016) wrote, the study of classroom code-switching has been frequently studied over a few decade and conducted in many countries, such as in Algeria (Henni, 2017), in Bangladesh (Obaidullah, 2016), in China (Wang & Wu, 2016), in Malaysia (Sardar et al, 2015), (Rahimi & Eftekhari, 2011), in Los Angeles (Lowi, 2005) and in Ethiopia (Sime, 2019).…”

Section: Introductionmentioning

confidence: 99%

Code Mixing in College Students’ Presentation: A Case in an Intercultural Communication Class

Helmie

Halimah

Hasanah

2020

IJEFL

View full text Add to dashboard Cite

Studying the second language (L2) was happens around the world because of some reasons such as education. Studying another language can be important in intellectual human activities after studying first language (L1). However using L2 is quite hard because some of them use L2 just for some their activities, not for the whole of their activities, such as students who use English only when studying English subject only or on the contrary. Nowadays, some people use two language at the same time, which is called code mixing. The use of two codes for communication can help them to make clear their explanation from another language that they used. The purpose of this research is concerning on the use of code mixing in college students’ presentation in Intercultural Communication class. Apart from that, there is an attempt to find out the language dominate in their presentation, the reasons of code mixing use in their presentation and the response of the audience about code mixing in presentation. The Method use is qualitative by using class presentation as the instrument, the writer collected the data of the college students’ presentation, questionnaire to the audience and interview to the presenters. The research findings showed that the languages dominate in the presentation are English language and Bahasa Indonesia equally. The reasons’ student in use code mixing is to make the explanation clear, and the response of the audience is 56.83% of the students give positive response in using code mixing of the presenter.

show abstract

“…In addition, Obaidullah (2016) believes that as a result of codeswitching to first langauge, the topic or subject of discussion in the classroom is more comprehensible regardless of whether the teacher or student had engaged in code-switching. Similarly, Ray (2015) asserted that codeswitching and the use of native language is of great benefit to students even if they relate to higher proficiency classes.…”

mentioning

confidence: 99%

“…Another study by Obaidullah (2016) investigated the reasons for the first language usage in EFL classrooms and to study the perceptions of both teachers and students about code-switching. Survey method was used to collect data from 34 teachers and 175 students from two Bangladeshi universities (Northern University Bangladesh and Kulna University).…”

mentioning

confidence: 99%

The Functions of Code_Switching in EFL Classrooms

Narasuman¹,

Wali²,

Sadry³

2019

Soc. & Manage. Res. J.

View full text Add to dashboard Cite

Code-switching is a concept which has existed in bilingual and multilingual societies and it occurs quite frequently in English as a second or foreign language classes. Especially when the learners are all bilinguals or multilinguals and they have to switch back and forth between their mother tongue and a second or foreign language. This paper is driven by the three objectives. First, the study investigates the situations which trigger code-switching in EFL classes in Balkh and Kandahar Universities of Afghanistan. Secondly, it investigates the perception of Afghan EFL lecturers in these universities towards code-switching. Third, to find out how the EFL lecturers use code-switching as an effective strategy while teaching English in their classes. In this study, the qualitative research approach was used to collect data from four Afghan English language lecturers of the two universities via the interview method. The results of this study indicate that these Afghan EFL lecturers have a positive perception regarding code-switching and they are using it in certain situations which facilitate their teaching and students’ learning of the content, however they also hold negative perception towards switching while teaching. The findings also show that the lecturers use code-switching in different situations such as when dealing with cultural issues that tend to be difficult to explain only in the target language, explaining grammar and new vocabulary, giving clear instructions, and instructing English for Specific Purposes (ESP) classes.

show abstract

Code Switching in EFL Classrooms: A Bangladeshi Perspective

Cited by 11 publications

References 9 publications

The Perception of Efl Students to the Use of Code-Switching in Classroom

The Perception of Efl Students to the Use of Code-Switching in Classroom

Code Mixing in College Students’ Presentation: A Case in an Intercultural Communication Class

The Functions of Code_Switching in EFL Classrooms

Contact Info

Product

Resources

About