Teachers’ Use of Code Switching in EFL Classroom and its Functions (original) (raw)
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International Journal of Engineering and Advanced Technology, 2019
This particular study is conducted to find out the purposes of teachers' codeswitching in the primary schools, the perceptions of teachers toward using students' first language in the classrooms, and the amount of the usage of codeswitching in primary schools. A total number of 82 primary school English language teachers from the Johor Bahru state of Malaysia took part in this study. In order to collect comprehensive data from the participants, the researcher applied a mixed-method design. Quantitative data was collected through the Google Form questionnaire, which was sent to the teachers via WhatsApp, and Qualitative data was collected through interviews with five English language teachers of primary schools. The analysis of both types of data showed that the teachers use students' L1 for three purposes, pedagogical, administrative, and interactional, but mainly students' L1 was utilized as a pedagogical tool to facilitate language learning and as an administrative strategy to create a less threatening and learner-friendly environment. The results of the study also indicated that the majority of the teachers in the primary schools of Johor switch to students' L1 to accommodate low proficiency learners and explain difficult concepts such as grammar and vocabulary to the learners. Eighty percent of the participant agreed to minimize the use of L1 in second language learning classrooms.
Learners Use of Code Switching in the English as a Foreign Language Classroom
2013
This paper discusses the application of L1 in EFL classrooms, where English is taught as a foreign language. The main objective of this study is to determine the effects of using L1 in an EFL classroom. The subjects level of proficiency in English were among the beginning, advanced and intermediate and levels. The students and the teacher in this study were speakers of Persian as L1 and of English as L2. Based on the data collected from the students' responses to the questionnaire, this study contributes to the effectiveness of using mother tongue. A switch to L1, whether initiated by the teacher or the student, aims to increase the efficiency of information conveyed. The findings of the study reveal that students who use Persian during the class feel more comfortable and enjoy greater competence.
Code-Switching As A Teaching Strategy: A Case Study of COMSATS Institute of Information Technology
English enjoys a prestigious status as an official language in Pakistan. However, despite being a compulsory subject in schools and colleges in the Pakistani education system, English poses serious challenges to the students. Due to the problematic examination system and outdated course books, students often do not perform effectively in the English language. As a result, even at university level, students lack proper proficiency particularly in speaking and listening skills. Keeping the predicament of students in mind, sometimes teachers opt to use L1 to facilitate the language learning process. The present study has been conducted at COMSATS Institute of Information Technology Pakistan to investigate whether code switching is approved as a teaching methodology by teachers and students. Data have been collected through two different questionnaires from students and English teachers of three campuses of CIIT. The results show that the majority of teachers and students prefer code-switching as a teaching strategy. However, they are of the opinion that use of L1 should be purposeful, limited and judicious. The present study also answers the ongoing debate about the use of code-switching as a teaching strategy by proving that teachers and students approve of it as an effective component of the teaching methodology. This research would guide English language teachers to modify their teaching methodologies in order to improve the learning process in English language classes.
CODE SWITCHING BY TEACHERS IN THE SECOND LANGUAGE CLASSROOM
This study investigates the use of mother tongue (L1) by teachers in the English as a second language (ESL) classrooms, University of Colombo, Sri Lanka. It seeks to find the purpose of L1, the amount of L1 in lower and higher proficiency classes and teachers' attitude towards the use of it as a pedagogical tool to facilitate target language (TL) acquisition. The study revealed that students' L1 is used for pedagogical, administrative and interactional purposes in the ESL classroom and that instructors teaching in lower proficiency levels used the L1 in significant quantities as a strategy to accommodate students' low language proficiency and also as a strategy to create a less threatening classroom environment. In higher proficiency levels it was used mostly for interaction. In general, the majority demonstrated a favorable disposition towards the use of L1 since they believed it facilitates language acquisition by making the input more comprehensible and also by lowering the students' affective filter. Based on the findings, it is posited that the students' L1 might be a useful strategy that enhance TL acquisition. The study recommends that teachers should be educated on the potential of L1 and how it should be utilized to maximize language acquisition.
Investigating lecturers’ and students’ belief on the use of code-switching in efl speaking classroom
2018
As the use of Code Switching in EFL classroom has been a subject of controversy overtime among the result findings of previous studies either lecturers and students tended to positive view or negative view. Thus, this study was conducted in order to investigate tje lecturers' and students' belief on the use of CS and the factors contributing behind it at English Deparment IAIN Palangka Raya. There were two research problems formulated as in follow, (1). What are lecturers' and students' belief on the use of (CS) code switching?; (2). What are factors contributings to the use of (CS) code switching?. There were two objectives of the studg as well (1). To investigate lecturers' and students' belief on the use of (CS) code switching, and (2). To describe factors contributings to the use of (CS) code switching. The type of the study was case study that was designed in mix-method through convergent parallel design. There were two instrument used in gathering the d...
Codeswitching: instructor use of L1 in ESL classrooms
2007
This article reports the results of a survey that investigated Japanese ESL learners’ attitudes towards use of Japanese L1by their instructors. The results showed that student attitudes differed depending on the purpose for which L1was used and also depending on the native language of the instructor. It’s probably safe to say that almost all native-speakers of English who teach ESL in Japan use English in their classrooms and that these teachers would like their students to use English in the classroom as much as possible. Many would argue that it is not necessary for a teacher to know his students’L1,and that use of L1in the classroom should be banned or severely restricted. However,it is also true that,in fact,students frequently use L1in the classroom and some teachers use it as well. In the SLA literature,this use of L1by students in the classroom is referred to as codeswitching. Ogane(1997)observed that researchers have examined codeswitching behavior from several different asp...
Factors Contributing to the Use of Code-Switching Among Teachers and Students in the Classrooms
International Journal of Education, Psychology and Counseling, 2023
This work is licensed under CC BY 4.0 The purpose of this study is to investigate how ESL teachers in Jordan's secondary schools use their mother languages (L1). This study addresses the purpose of L1, the proportion of L1 in courses with lower and higher ability levels, and teachers' views on utilizing L1 as a pedagogical tool to facilitate target language (TL) learning. The study discovered that instructors typically employed students' first languages (L1) when instructing at lower competency levels in order to accommodate their limited language skills and to foster a less frightening learning environment. The study also discovered that in the ESL classroom, students' first language is employed for educational, managerial, and interactional objectives. Higher competence levels used it mostly for interaction. The majority, in general, expressed approval for the use of L1 because they believed that it assisted students in learning languages by lowering their emotional filters and making the information more intelligible. The findings imply that using the students' first language (L1) may be a useful strategy to speed up TL acquisition. The research recommends that teachers receive training on the most effective ways to use L1 to maximize language acquisition and it's potential.
Berumpun: International Journal of Social, Politics, and Humanities
The present study is descriptive qualitative research. The study aims to investigate and show the teachers perceptions toward the use of code-switching (CS) used by teachers in EFL classroom, especially in English intensive program at a State Islamic Institute. A four-section 20-item questionnaire was developed and distributed to the teachers. The data from the questionnaire were analyzed. The results display that teachers' perceptions are positive towards the use of code-switching in EFL classroom. Teachers believe that the use of code-switching could help them in eliciting content, manage the classroom, and show interpersonal relations in the classroom. However, the use of code-switching is beneficial for learners but it also needs limitation because it could damage the process of language acquisition as learners don't get comprehensive input.
2014
Code-mixing and code-switching of two languages is a common phenomenon in a bilingual community, and whether this is beneficial or not for second language teaching is one of the most controversial issues in bilingual literature. This case study is exploratory in nature and it targets business students’ attitudes towards teachers’ code-switching/code-mixing to L1 and its influence on their overall L2 learning. Quantitative as well qualitative research design is adopted for the present study. Study has incorporated Closeended and open-ended questionnaire to collect the data and from the findings of the research, it concludes that, business students have a positive attitude towards teachers’ code-switching/code-mixing and this phenomenon has a positive effects on L2 learning of the business students.