The Effectiveness of Teachers’ Code-Switching for English Language Learning by the Tertiary-Level Students

Abstract

Teachers’ classroom practices influence learners’ learning. Similarly, code-switching by teachers in classrooms may have a significant impact on second language learning. This paper explores the tertiary-level teachers’ and students’ perspectives on switching codes in the classrooms and their insightful opinion about the effect of code-switching on English language learning. This study follows the mixed-method approach for data collection and analysis. For quantitative data, closed-ended data was collected using a Likert scale questionnaire and analyzed by mean average using the value and scoring range of the Likert scale. For qualitative data, one-on-one interviews with teachers were conducted and a focus group discussion (FGD) with students was arranged. The findings of this research showcase that utilizing code-switching in the classroom is beneficial and effective for English language learning at the tertiary level. Keywords: code-switching, perception, effectiveness, teaching, learning