Students’ Perception towards Teacher’s Code-switching in EFL Clasroom: Exploring Pedagogical Functions

Abstract

Code-switching is an inevitable phenomenon that often happens inside a foreign or second English classroom. However, this phenomenon is often treated like the elephant in the room: the teacher recognizes its presence but is never really aware of it. While many studies regarding code-switching topics in EFL classrooms only focus on analyzing the type of teacher's code-switching. This study aims to seek out the pedagogical functions behind the teacher's decision to code-switch and determine the students' perception towards the teacher's code-switching. The classroom observation and two interview sessions are conducted with one teacher and three participants by applying a case study. It is found that the student's shallow English proficiency influences the student's perception of code-switching, and the teacher is very conscious of the pedagogical functions when she decided to code-switch.

EFL Learners’ Views on the Use of Code-Switching in Reducing Speaking Anxiety

“…Amid the ongoing discussion, CS is widely used as an important tool that can benefit students in classrooms. As stated by Wibowo et al (2021) it can affect students' understanding of the material delivered, increase their grades (Husni & Arianto, 2023), encourage active class participation, reduce nervousness, and increase motivation to learn English. Moreover, Rezaee and Fathi (2021) found that the practice of CS in the foreign language classroom has a positive relation with the students' anxiety levels.…”