CODE-SWITCHING AS A TEACHING STRATEGY IN

ENGLISH LANGUAGE CLASSROOMS: EXPLORING

STUDENTS' ATTITUDES AND PERCEPTIONS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 285-292
Document ID: 2023PEMJ1364
DOI: 10.5281/zenodo.10211750
Manuscript Accepted: 2023-14-11
Psych Educ, 2023, 15(4): 285-292, Document ID:2023 PEMJ1364, doi:10.5281/zenodo.10211750, ISSN 2822-4353
Research Article

Code-Switching as a Teaching Strategy in English Language Classrooms:

Exploring Students' Attitudes and Perceptions
Annie Bangtegan Domede*
For affiliations and correspondence, see the last page.
Abstract
The critical role of code-switching in English language classrooms cannot be discounted, as
numerous studies show that code- switching is a practical language teaching strategy. The need to
code-switch may become more pronounced in a learning environment where students have limited
avenues to develop and polish their English language skills besides doing in-class activities. This
means that the students’ progress in learning and using the English language can be slow and
challenging, which may impact their overall academic performance. Thus, to promote better
comprehension and task achievement in an English classroom, teachers may resort to code-switching
from time to time. For instance, while the medium of instruction at the University of Technology and
Applied Sciences-Al Musannah (UTAS-A) is English and code-switching inside the classrooms is
not at all encouraged, teachers may switch to Arabic, the students’ first language (L1), to explain
some abstract and complex concepts. While studies demonstrate that code-switching may help
facilitate classroom discussions, understanding of lessons, and optimum participation, it is vital to
take into account how students view code-switching in a language classroom. Hence, this paper
sought to explore students' attitudes and perceptions about code-switching in English classrooms at
the University.

Keywords: code-switching, code-mixing, language teaching, first language, multilingualism, teaching

strategy, language classrooms

Introduction Level), Level 2 (Elementary Level), Level 3

(Intermediate Level), Level 4 (Upper Intermediate
Level) and in the diploma and advanced diploma
In Oman, English was first taught at the tertiary level levels in Post-Foundation (PF). The medium of
in 1986, and from then on, almost all higher education instruction in the University is English, except for the
institutions (HEIs) in the Sultanate adopted English as Formal Arabic Communication course at the
the Medium of Instruction (EMI) (Al-Mahrooqi & bachelor's degree level. Unfortunately, "when students
Tuzlukova, 2014). Implementing this educational join HEIs, they start to learn in English instead of
reform in the country necessitated hiring Omani and learning English" (Al-Riyami & Dayananda, 2022,
non-Omani staff to teach English in various colleges p.148). This struggle is partly due to the fact that in
and universities. Consequently, the number of primary schools, the medium of instruction is usually
expatriate teachers in Oman HEIs steadily increased Arabic, so most students find it challenging to speak
until recently, as the country pushes forward with its and write in English once they reach university. This
Omanisation program in private and public universities further means that most students will only begin
and colleges. That may be so, colleges and universities learning how to learn in English after they leave high
in Oman are global communities as teachers from school which means that a majority of those enrolled
various countries continue to join the Omani teaching in the GFP and PF English courses face the dilemma
force not only as language teachers but also as teachers of having difficulty learning and expressing ideas in
and trainers of other fields such as engineering, English. Hence, teachers may occasionally resort to
business, IT, and others. Generally, preparatory and code-switching between English and Arabic to
post-foundation English and specialized courses in facilitate teaching and learning in English.
Oman HEIs are taught by Omani and non-Omani staff
who are bilinguals, at the very least, as they are Code-switching is defined by various experts and
required to deliver English language lessons in scholars as the shifting from one language to another
English. by the participants in a communication context.
Numan and Carter (2001. p.275), as cited in Altun
At the University of Technology and Applied (2021, p.21), describe the term as “a phenomenon of
Sciences-Al Musannah (UTAS-A), one of the switching from one language to another in the same
branches of the largest university in Oman, English is discourse.” In linguistics, code-switching is the
taught as part of the General Foundation Program shifting from one language or dialect to another
(GFP) in four (4) levels: Level 1 (Pre-Elementary according to social context or conversational setting.

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Research Article

(Morrison, 2023) Understandably, code-switching method in the classroom. Harbord (1992), as

happens when the participants of a communication mentioned in Parry (2011), claims that the increased
situation are multilingual so that they can shift funding for English language training in Britain in the
between languages during the communication 1950s and 1960s fueled the rise of the monolingual
encounter. At UTAS-A English classroom setup, code- approach to language teaching, although, the Direct
switching happens when those involved shift from Method or avoidance of L1 has been the most adopted
English (L2) to Arabic (L1) during a discussion. method since the 1880s (Cook, 2016). According to
Howatt (1984), as cited by Cook (2016), 'the
There are varying thoughts and attitudes concerning monolingual principle’ to classroom language teaching
code-switching in English classrooms. Numerous ‘remains the bedrock notion from which the others
experts have highlighted some advantages and ultimately derive.’ The wide acceptance of this
disadvantages of such a practice inside the classroom. approach to language teaching has a far-reaching and
Consequently, Kumar et al. (2021) noted that people's enduring influence on teaching methods. Thus, the
attitudes toward code-switching differ, and such a adverse effects of L1 on L2 learning were highlighted,
strategy in English classrooms is viewed positively while its essential and potential contributions to the
and negatively. The same thought was posited by learning process were generally downplayed.
Dhungana in Khanal (2004), as cited by Garcines et al.
(2017), saying that code-switching from L1 to L2 Ferrer (2012) in Garcines et al. (2017) noted that with
hinders learning English. However, it also facilitates the emergence of studies on the role of form-focused
and helps in understanding. Yildiz and Su-Bergil instruction, more positive attitudes towards the
(2021) also noted that despite giving much attention to pedagogic use of the mother tongue (L1) started to
the reasons for EFL teachers' code-switching in their appear (p.3). Similarly, Wang (2022) revealed that
lessons, only a few studies shed light on "whether the researchers have discovered over time that the
use of mother tongue or only English in the classroom appropriate use of L1 in the classroom does not hinder
has facilitating or debilitating effect from the learning a target language (L2). Jacobson (1990), cited
perspective of students' feelings, thoughts, and in Cook (2016), acknowledges that there are vital
beliefs." (p.9) This study then aimed to investigate situations when teachers switch from one language to
how students feel about code-switching as a strategy in another in accordance with rules to emphasize
language teaching and what they think of the supposed concepts, help students re-focus, reprimand or praise
roles of code-switching in their language learning. them, and revise previous lessons. This means that
code-switching is customary in L2 learning and
Research Questions teaching, reflecting real-life situations where L2 users
may switch to their L1 when and where appropriate.
This study sought to determine the students’ attitudes
toward code-switching and their perception of its Code-switching is widely observed in English
supposed functions in English classrooms. language classrooms as participants are usually
Specifically, it obtained answers to the following multilingual. In the words of Wibowo et al. (2017),
questions: code-switching and code-mixing often occur in
situations involving bilinguals and multilinguals.
1. What is the overall attitude of the students toward Modupeola (2013) also posited that code-switching is
code-switching in English classrooms? a communicative phenomenon where a bilingual
2. What do students think about the supposed switches between two (2) languages. The same
functions of code-switching in English classrooms? concept was put forward by Crystal (1987), as cited by
Skiba (1997), suggesting that code or language
Literature Review switching happens when a bilingual alternates between
two (2) languages during their speech with another
bilingual individual. To Romburgh (2022), code-
Numerous studies have been conducted on the long- switching is 'using words or phrases from different
standing issue of whether using L1 in teaching L2 is languages or same-language varieties to fit into the
effective. These investigations brought new current context of the speech event.' In other words,
developments, establishing various language learning code-switching happens to people with communicative
and teaching theories and principles related to code- competence in two (2) languages, allowing them to
switching. In the 50s and 60s, using L1 in teaching L2 shift between their speech repertoire in situations
was not a practice. During those times, English-only or where switching is perhaps required or preferred to
the monolingual approach was the accepted standard achieve a particular objective.

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Research Article

In English language classrooms, switching between students learn. Chimbganda and Mokgwathi (2012)
two (2) languages may happen in a student-to-student have purported the same idea, saying that students’ L1
or student-to-teacher discourse and vice versa. is often exploited to promote a better understanding of
Hutauruk (2016) pointed out that code-switching is L2. This illustrates the mutually supportive role of L1
when involved parties use two (2) or more languages and L2 in language teaching.
alternately in the same utterance or conversation (p.7).
This implies that in code-switching, communication In Pakistan, Tabassum et al. (2020) claim that code-
participants utilize the elements of more than one (1) switching is a predominantly recognized occurrence in
language in conveying a single idea or thought in a classrooms as many teachers, instructors, and students
language situation. This same belief is purported by shift from English to Urdu or any other native
Memory et al. (2018), stating that code-switching is language to achieve varied functions. In Indonesian
the use of two (2) or more languages interchangeably classrooms, as observed by Waris (2012), code-
in teaching and learning for easy acquisition of switching becomes a strategy for teachers to help
knowledge by learners. students develop their skills in the English language.
This was further elucidated in a study conducted by
Unsurprisingly, the level of code-switching and the Fachriya (2017) in an ESL classroom in Indonesia
occasions when such a phenomenon occurs relies where she found that the lecturer and her students
heavily on the individuals involved, including gender code-switch to clarify, reiterate, or repeat a point,
and the interpersonal relationships between the explain, ask questions, translate, check for
participants (Thapaliya, 2007). In addition, the extent understanding, emphasize a language element, infer,
of code-switching differs from one communication develop vocabulary, and discuss student tasks. Other
situation to another, which also means that varying identified functions of code-switching in Fachriya’s
contexts may result in diverse types of code-switching. (2017) study include giving feedback, aiding
This is further elucidated by Skiba (1997), who points memorization, managing the class, entertaining the
out that in a normal conversation between two (2) class, and general communication functions. In another
bilinguals, code-switching consists of 84% percent study, Mujiono et al. (2013) revealed that among other
single word switches, 10% phrase switches, and 1% functions, code-switching in EFL classrooms is
clause switching. resorted to for giving instructions, showing affection,
creating humor, clarifying and reinforcing a request or
Poplack (1980), as cited in Martiana (2013), proposed command, asking questions, and giving suggestions or
that there are three (3) types of code-switching which advice (p.53).
are tag-switching, intra-sentential switching, and inter-
sentential switching. Tag switching or extra-sentential Undoubtedly, code-switching serves numerous
is i n s e r t i n g a t ag , a p a r e n t h e t i c a l , an functions in the classroom. In addition to those
exclamation/interjection, a sentence filler, or an previously mentioned, Memory et al. (2018) point out
idiomatic expression in one language into a sentence in that when teachers code-switch during lessons, they
another language. On the other hand, intra-sentential are helping their students to evaluate their experiences,
switching happens within a sentence, while inter- allowing them to remember relevant ideas that they
sentential switching is when code-switching takes can use to help them learn new concepts. This is
place between sentences. In inter-sentential switching, explained by Chimbganda and Mokgwathi (2012),
each sentence is in a different language. saying that teachers use the students’ L1 to increase
student understanding of English. However, aside from
Code-switching takes place in various situations for facilitating the teaching and learning process, code-
different reasons. In other words, code-switching switching may also fulfill certain affective functions,
fulfills certain functions that participants may feel, or such as creating a supportive environment and a sense
think are necessary for a communication situation. For of familiarity between and among teachers and
example, speakers code-switch to manipulate, students.
influence, or define a situation as they wish and
convey nuances of meaning and personal intention This paper investigated students’ attitudes and
(Sert,2005). In addition, code-switching is utilized to perceptions about code-switching in English
establish or delineate ethnic boundaries, hold attention, classrooms. The findings of this study will provide
and interest, and maintain or assert belongingness. In teachers with a better understanding of how students
a classroom setting, Wang (2022) suggests that L2 perceive code-switching in the classroom, so teachers
learners will inevitably use L1 in the learning process, can use code-switching strategically or avoid it
and teachers will also use L1 in the classroom to help altogether.

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Methodology students understand each statement better.

Procedure
This research used a cross-sectional survey design as it
allowed the researcher to collect data and “make Prior to the collection of data, the survey tool was
inferences from the population of interest at one point submitted to the Center's Translation and Self-Access
in time.” (Hall, 2008) This approach is convenient and Center (SAC) Coordinator for accuracy and readability
appropriate for this study as it permits the researcher to checks and translation into Arabic. After ensuring that
collect data much faster. Knowing that Tuesdays the tool was fit for purpose, the questionnaire was
between 12 pm and 2 pm is the common free time of distributed to GFP and PF students studying English
students enrolled in English courses at the University, during the semester and who were chosen via
the researcher approached those who were readily convenient sampling. Those students who were at the
available one Tuesday afternoon at the Self-Access SAC but did not give their consent to participate in the
Center (SAC). Those who were willing to participate study were not included. Similarly, the researcher’s
were given a copy of the questionnaire with an agreed- students who opted not to take part in answering the
upon time to complete and submit the filled-in questionnaire were also excluded.
document.
After giving those willing participants enough time to
Participants of the Study answer the questionnaire, the completed papers were
then collected, sorted, and analyzed according to the
Setia (2016) explained that cross-sectional study posed research questions. In particular, the responses
participants are identified according to set criteria. to each item were statistically analyzed by calculating
This study's main criterion is that participants are the mean or the average of the collected answers.
enrolled in an English course. Hence, the participants
of this study who were approached through
convenience sampling are General Foundation Results and Discussion
Program (GFP) students who were at the English
Language Centre (ELC) vicinity during that particular
This section presents, analyzes, and interprets the data
Tuesday afternoon and the Post-Foundation (PF)
collected for this study.
students studying technical writing with the researcher
as their lecturer. In this paper, all the participants are Students’ Attitude Toward Code-Switching in
enrolled in at least one (1) English course.
English Language Classrooms
Specifically, this study involved 69 PF and 58 GFP
students, totaling 127 participants.
Table 1. Students’ Attitude Toward Code-Switching in
Instrument of the Study English Language Classrooms

The survey tool developed for this research is a 14-

item opinion poll investigating students' perceptions of
code-switching in English classrooms and its supposed
functions. The statements in the tool are based on
previous studies and are presented in two (2) sections.
Specifically, the instrument was designed by the
researcher to examine the students’ attitudes toward
code-switching in English classrooms and their
thoughts about the perceived functions of code-
switching. To determine the respondents’ attitude,
nine (9) statements are provided, which they have to
answer whether they Strongly Disagree, Disagree,
Neutral, Agree, and Strongly Agree. For the perceived
function of code-switching, the respondents must also
respond to each statement according to their degree of
agreement or disagreement with each item. The
statements in the instrument used in this study are
translated into Arabic to help the low-level proficiency

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Research Article

should not explain difficult English words in Arabic.

Table 1 shows that, in general, the respondents have a This corroborates their agreement with statement 2
neutral attitude regarding code-switching between mentioned earlier in this discussion. The respondents
English and Arabic in their English classrooms. This is also do not prefer their English teachers not to use
demonstrated by the overall mean of 3.13 (Neutral) out Arabic in the classroom (2.5/5). Moreover, the
of a 5-point Likert scale. This means that students do respondents disagree that using Arabic when teaching
not resent code-switching but do not necessarily favor English is not a good teaching strategy (2.6/5) and that
such a practice in their language classrooms. However, using Arabic in English classrooms does not help
a closer look at the individual results reveals that (2.9/5). These findings support Parry’s (2011) claim
students agree that teachers should explain difficult that the effective use of students’ mother tongue (L1)
English words in Arabic. This statement garnered the towards L2 acquisition can have enormous potential in
highest mark of 4.1 (Agree), followed by statement 1 improving students’ vocabulary learning,
with a mean rating of 3.9, which states that students comprehension, and English production. (p.17)
prefer their teacher to use Arabic and English in the Moreover, in a study conducted in schools in Sibbinda,
classroom. The results imply that students do not mind Namibia, Memory et al (2018) claimed that silozi
if their teachers code-switch, especially when learners were observed to display understanding and
explaining advanced vocabulary. They feel that interest in a lesson being discussed after teachers code-
teachers may opt to code-switch and that the use of switch. This reinforces the idea that code-switching
Arabic and English in an English language class is not may have a positive impact on the learning
objectionable but is rather an almost agreeable thing environment and students feel more motivated and
for teachers to do in situations that call for it. This participative when their mother tongue (L1) is used to
finding supports the result of Thapaliya’s (2007) study present or expound a foreign concept. This is
where it was found that Nepali students believe that supported by the result of the study conducted by
using the Nepali language when explaining a new Yildiz and Su-Bergil (2021) where they found that
structure and technical vocabulary in an English most students believe that when teachers alternate
classroom is important. As Waris (2012) puts it, code- between English and Turkish in EFL classes, this
switching in language classroom may be considered a significantly helps students understand their lesson.
useful strategy in classroom interaction, if the (p.23) Altun (2021) also purports that code-switching
objective is for efficient communication of knowledge in language classrooms presents learners with
and making meaning clear to students. (p.133) comprehensible input and encourages them to interact
Similarly, Wang (2022) posits that when used and engage in conversations. (pp. 24-25)
strategically, L1 in an English classroom can provide
students with a good learning environment and On the surface, the respondents seem to feel that code-
improve their interest and motivation in learning. He switching is neither agreeable nor disagreeable.
argued that using learners’ L1 according to their However, analysis of their responses signifies that
English proficiency can be a very productive students agree that there are specific situations in
scaffolding strategy. (p.48) Conversely, in a study by English language classrooms where code-switching is
Kumar et al (2021) in primary language schools in preferred or probably even needed, as shown by their
India, the results show that code-switching is viewed strong agreement with certain positive statements
negatively as it is prevalent and that the attitude about code-switching. As postulated by Hutauruk
towards this practice is generally negative. (2016), code-switching is a strategy used for ease of
expression and for explaining unfamiliar words to
The results of this study show that statement 3 ensure understanding while achieving efficiency. The
garnered a mean of 3.2 which means that the students finding of Yildiz and Su-Bergil (2021) also elaborates
neither agree nor disagree that they have difficulty that students have a positive attitude toward their
concentrating in their English class when teachers use teachers who are shifting from English to Turkish
English only. This indicates that students understand particularly if they have difficulty in understanding.
that an English class is to be delivered in English. This (p.24) Alkhawaldeh (2019) also found out that EFL
further means that the respondents recognize that their female students at Imam Muhammad Ibn Saud Islamic
ability or inability to focus inside the classroom is not University generally endorse code-switching despite
essentially language-dependent. negative and ambivalent attitudes by some
participants. (p.145)
Meanwhile, respondents disagree (2.3/5) that teachers
The students’ answers to both positively worded

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Research Article

statements about code-switching and those sentences with code-switching. As it is, creating a positive
with the same meaning but are worded negatively are classroom atmosphere and ensuring a productive
highly corroborative. This demonstrates further that teaching and learning experience are multi-faceted
the respondents have a positive attitude towards code- processes that result from numerous factors and not
switching in English classrooms, and they feel that from code-switching alone.
such a practice can be a helpful strategy in teaching
difficult words or new concepts and that it may In a study conducted by Kumar et al (2021), they
positively impact their language learning experience. claim that inter-sentential code-switching is found to
help establish a bond between teachers and their
Students’ Perception of the Supposed Functions of students. While this study did not particularly
Code-Switching in English Language Classrooms investigate the same, the result shows that students are
more inclined to agree that code-switching by their
Table 2. Students’ Perception of the Supposed teachers makes them feel at ease and motivated as
Functions of Code-Switching in English Language shown by the mean of 3.6 in a 5-point Likert scale.
Classrooms This agrees with Yildiz and Su-Bergil (2021) who
claimed that code-switching is seen by students as a
positive contributor to creating a more comfortable
class atmosphere. (p.23) The same was previously
purported by Modupeola (2013) saying that code-
switching helps learners enjoy their learning because
they understand better, so they feel less stressed and
become more comfortable learning. (p.93) This was
further captured by Fachriya (2017) stating that code-
switching in language teaching has numerous
functions that support an effective learning process.
(p.154) Specifically, Tabassum, Rafique, & Akram
(2020) mention that instructors employ code-switching
to achieve certain functions such as topic shifting,
repetition of basic concepts, checking students’
understanding, managing classes, facilitating their
expression, and improving student’s language
competence. (p. 63)

The respondents of this study gave a rating of 3.8 to

the statement that when the teachers code-switch to
The respondents have a neutral perception of the
Arabic in explaining new words and phrases, they stay
supposed functions of code-switching inside the
more focused on their learning. This shows that the
language classrooms as shown by an overall mean of
students do not disagree but do not necessarily agree
3.04 in Table 2. This implies that the students do not
that code-switching helps them focus on the lesson
necessarily agree or disagree with the supposed
especially when they are exposed to unfamiliar words.
functions of code-switching. This result may imply
The statement about code-switching promoting
that their responses to the second part of the study do
understanding of lessons more when explained in
not validate their positive attitude toward code-
Arabic got a mean of 3.7. This again signifies not an
switching in the classroom discussed in the previous
explicit agreement but also not a disagreement about
section. However, a closer analysis shows that while
the supposed function of code-switching in helping
the overall mean and the mean of each statement in
students have a better comprehension of English
this section of the study fall within the neutral scale
lessons inside the classroom. On the contrary, the data
(3.5 to 3.8/5), it has to be noted that these statements
about the supposed functions are not exclusive to gathered by Thapaliya (2007) in a secondary school in
code-switching. This means that having focus, staying Nepal showed that while teachers rarely use the Nepali
motivated, and enjoying lessons inside the classrooms language in an English classroom, they occasionally
are not exclusively due to code-switching. The result do so to help students better understand whatever is
of this study does not necessarily discount the positive being discussed. This shows that the teachers
function of code-switching in a language classroom, acknowledge that code-switching promotes
but it shows that the respondents do not directly understanding in the classroom. In a study by Garcines
associate these positive classroom experiences solely & Alvarez (2017), they found out that university

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teachers and students in the Philippines agree that the support code-switching, but at the same time, they do
use of code-switching facilitates understanding. Yildiz not disagree with its usage or whenever teachers
and Su-Bergil (2021) also claimed that most of the switch to Arabic while teaching English. For the
teachers in their study supported the idea that code- supposed functions of code-switching, students
s w i t c h in g is a n e ce s s i t y for clar ity and showed a neutral perception with the suppositions that
comprehensibility. This means that for the respondents code-switching facilitates understanding the English
of these previous studies, code-switching inside the lesson, creates a more enjoyable and interesting
classroom functions as a technique to increase English lesson, allows more focused learning, and
comprehension. The findings of Mujiono, et al (2013) creates a feeling of ease and increased motivation.
support this idea stating that the use of code-switching This finding indicates that the students do not agree
in English as a foreign language instruction can help that their positive learning experiences are necessarily
students understand English materials and minimize the consequences of the switch between English and
either students’ miscomprehension of the lesson or Arabic.
students’ difficulties in understanding the English
lesson in an English classroom. (p.63) Further, Code-switching is not necessarily considered by the
Chimbganda and Mokgwathi (2012) argue that the use respondents as a classroom strategy that has a unique
of two (2) languages in classrooms serves a mutually and observable positive impact on their language
supportive role and that exploiting the students’ L1 can learning. While they do not have a negative attitude
increase their understanding of the L2. (p.22) Cook, towards the practice of code-switching inside the
(2016) puts forward a similar idea stating that English language classroom, they have not shown a
students’ L1 can be an important element in producing definite agreement or explicit positive attitude towards
authentic L2 users. So, instead of avoiding L1 at all its use in their classroom. Their neutral perception of
costs, teachers should consider using it to help students the assumed functions of code-switching inside their
learn and improve their English proficiency. English language classrooms also means that they are
not specifically counting on their teachers to code-
Overall, the participants of this current study have a switch. While the result shows that students agree that
neutral perception of the supposed functions of code- teachers should explain difficult words in Arabic, this
switching inside the language classroom. This only affirms that code-switching is to be used only as a
indicates that the students are not in agreement with last resort for teachers. As was posited by Akkaya &
the identified supposed functions of the use of Arabic Aydin (2019) cited in Yildiz and Su-Bergil (2021), the
in their English class. However, the respondents do not central point of foreign language classrooms is how
find these supposed functions disagreeable as well. and where switching should be used. (p.25) Overall,
these results imply that students do not perceive code-
switching as an important factor in their English
Conclusion language learning. Thus, teachers may consider
avoiding it altogether.
This study looked into the attitude of students toward A comparative analysis of responses from beginners
code-switching and their perception regarding its and advanced learners of English may be considered
supposed functions in English classrooms. This for future investigations. This will allow for a
investigation involved 127 students enrolled in at least collection of data about students’ attitudes and
one (1) English course at the University of Technology perceptions of the supposed functions of code-
and Applied Sciences-Al Musannah (UTAS-A). The switching in their English language classroom from a
data were collected through a 14-item survey tool stratified population. Moreover, teachers’ perceptions
containing statements about code-switching that the of code-switching and the prevalence or non-
participants will respond to with either Strongly Agree, prevalence of code-switching in English classrooms
Agree, Neutral, Disagree, or Strongly Disagree. may also be considered for future investigation as this
study did not investigate these. Finally, whether the
The results of the study reveal that respondents have a
inclusion or exclusion of L1 in L2 classrooms is
generally neutral attitude towards code-switching
helpful or detrimental may also be considered as a
inside their English classroom although some specific
future research topic.
results show the students’ agreement or positive
attitude in favor of code-switching to some extent.
Similarly, their perception of the supposed functions of References
code-switching is neutral. These results imply that the
participants of the study at hand do not necessarily Alkhawaldeh, A. (2019). Education135Code-Switching Between

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Modupeola, O.R. (Jul. - Aug. 2013). Code-Switching as a teaching Affiliations and Corresponding Information
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