EFL Students' Voice on the Implication of Teachers' Code Switching in the English Language Teaching Classroom

Muhammad Surya Rifqi

Abstract


This study investigates EFL students’ perceptions of teachers’ code-switching practices in English language teaching classrooms at Rasyidiyah Khalidiyah Islamic College (STAI Rakha) Amuntai. The research aims to explore how teachers’ use of both English and the native language affects students’ comprehension, participation, and overall language development. Employing a descriptive quantitative design, the study utilized an online questionnaire distributed to 52 English Department students from the 2nd, 4th, and 6th semesters. Findings reveal that the majority of students (59.6%) prefer teachers to “sometimes” switch between English and their native language, while 34.6% favor “frequent” switching, suggesting that most learners perceive code-switching as a supportive and facilitative strategy. Students reported that code-switching enhances their understanding of complex grammatical structures, vocabulary, and classroom instructions, while also creating a more relaxed and interactive learning atmosphere. However, some respondents noted that excessive reliance on code-switching could reduce opportunities for English exposure and hinder speaking fluency. The study concludes that strategic and moderate use of code-switching can serve as an effective pedagogical tool in EFL contexts. It supports communicative competence by promoting grammatical understanding, sociolinguistic awareness, and learner confidence. Teachers are encouraged to employ code-switching judiciously to balance comprehension support with the goal of maximizing students’ engagement in the target language

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References


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