Rationale
The increasing interest in learning English as a second language over recent decades can be attributed to its significant role in various aspects of life, including education and business As a global lingua franca, English facilitates international communication, enabling individuals from diverse cultural and linguistic backgrounds to connect and exchange knowledge Consequently, English has become an integral part of educational strategies in many countries, prompting governments to introduce the language early in their educational systems to equip citizens with the skills needed for effective communication in the future.
The debate over the use of the mother tongue versus exclusively using a foreign language in the classroom continues to be a contentious issue in foreign language education, particularly with the rise of Communicative Language Teaching Numerous studies have been conducted globally to explore the effectiveness of code-switching and the incorporation of the mother tongue in English as a Foreign Language (EFL) classrooms, yielding varied results Notable researchers in this field include Ellis (1984), Wong-Fillmore (1985), and Chaudron, highlighting the complexity of this pedagogical approach.
In the realm of foreign language education, Lightbown (2001) emphasizes the importance of teachers fostering a pure foreign language environment, as they serve as the primary linguistic models for students; this approach aims to prevent negative transfer associated with code-switching Conversely, advocates of crosslingual teaching strategies, such as Tikunoff and Vazquez-Faria (1982), argue for the benefits of incorporating code-switching in the learning process.
Levine (2003) and Chen Liping (2004) emphasize the importance of the first language in facilitating the learning of a target language, advocating for its inclusion in foreign language classrooms Code-switching is identified as an effective strategy in these settings In Vietnam, research has explored the perceptions of teachers and students regarding code-switching in English as a Foreign Language (EFL) classrooms at universities, English centers, and high schools However, there is a noticeable gap in studies focusing on rural areas, where students often have lower proficiency levels and differing beliefs about learning English compared to their urban counterparts This gap underscores the necessity for research in this specific context.
Aims and Objectives of the Research
This research project investigates the perspectives of teachers and students on the use of code-switching in English classrooms within rural high schools The study is designed to achieve specific objectives that facilitate a comprehensive exploration of this linguistic practice.
- Examining the teachers’ and students’ attitudes towards code-switching use in English classrooms at 2 rural High schools
- Identifying if there are the differences between students’ and teachers’ attitudes towards code-switching in EFL classrooms
- Identifying how often teachers codeswitch in their lessons.
Research Questions
This investigation seeks to examine the perspectives of rural teachers and students regarding the implementation of code-switching in English as a Foreign Language (EFL) classrooms The study specifically aims to address key research questions related to these attitudes.
- How often do teachers codeswitch on average in the lesson?
- What are the attitudes of the teachers towards code-switching?
- What are the attitudes of the students towards code-switching?
- Are there any differences between students’ and teachers’ attitudes towards code-switching?
Scope of the Study
This minor thesis examines the attitudes of students and English teachers towards code-switching in rural high school classrooms The study analyzes data collected from interviews with six English teachers, classroom observations, and questionnaires completed by one hundred students in Thanh Hoa province.
Significance of the Study
Many countries' educational policy-makers have adopted a monolingual approach, despite research advocating for the inclusion of learners' mother tongue in language education (Schweers, 1999; Swain & Lapkin, 2000; Burden, 2001; Prodromou, 2002; Tang, 2002; Al-Nofaie, 2010) This exclusion often stems from unexamined assumptions (Auerbach, 1993, p.29), and there is insufficient evidence that the input of teachers and students has been considered As key players in education, numerous studies have explored their perceptions regarding the use of the mother tongue in learning additional languages This particular study investigates the attitudes of students and teachers toward code-switching in English as a Foreign Language (EFL) classrooms in rural high schools, where students often lack adequate instruction in listening and speaking skills, particularly in listening lessons.
Rural classrooms often host 40-45 students with varying levels of English proficiency This research aims to investigate the attitudes of teachers and students towards code-switching in English classrooms, assessing its potential benefits in alleviating learner anxiety and enhancing the learning process The findings of this study can serve as a valuable reference for English teachers, guiding necessary adjustments in teacher training practices.
Structural Organization of the Thesis
The study consists of three main parts, namely Introduction, Development and Conclusion:
This part provides the rationale, the aims, the scopes, the objectives, the method and the design of the study
This part consists of Literature Review, Methodology, Data analysis and Discussion
This chapter explores the definition and historical context of code-switching in English as a Foreign Language (EFL) classrooms, examining the advantages and disadvantages of using the mother tongue It also reviews relevant literature on the subject, providing a comprehensive understanding of the topic.
It presents the subject of study, research instruments, collecting data procedure and data analysis procedure from which answers for the research questions
The data collection from observations, interviews and questionnaires are analyzed in this chapter so the findings and discussion will be presented
This part has the major findings, some recommendation, limitation of the research as well as the suggestions for the further study
The references and appendices are the last parts of the study.
LITERATURE REVIEW
Definition of Code-switching
The concept of code, introduced by Bernstein in 1971, encompasses any system of signals, including numbers and words, that conveys specific meanings According to Wardhaugh, the term "code" is neutral, unlike emotionally charged terms such as dialect, language, style, pidgin, and creole It can refer to any system utilized by two or more individuals for communication, highlighting its broad applicability in various contexts.
Code-switching has been defined in various ways in linguistic studies, with Gumperz describing it as "the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems" (Gumperz, 1982, p.59) This phenomenon highlights the interplay between different language structures during communication.
Cook (2000, p.83) defines code-switching as the process of “going from one language varieties within a single conversation or utterance”
In foreign language classrooms, code-switching is defined as the alternating use of the first language and the target language, serving as a communication strategy for language teachers when necessary (Liu Jingxia, 2010) This study adopts Jingxia's definition, focusing on the context of teaching and learning English as a foreign language.
History of language teaching methods focusing on code-switching in EFL
Throughout the history of foreign language (FL) teaching, various linguists have proposed different methods and approaches that reflect the evolving nature of language pedagogy One of the most enduring debates in this field revolves around the role of the first language in the teaching process, highlighting its significance and impact on language learning.
1992) The following glimpse in the historical sequence of the most- recognized language teaching methods will highlight periodic changes in the role of L1 in foreign language teaching
In the early nineteenth century, the Grammar Translation Method (GTM) became the predominant approach to foreign language teaching in Western countries This method emphasized grammar instruction, bilingual vocabulary lists, and translation exercises, reflecting the belief that learning a language was primarily about understanding its literature In GTM classrooms, the native language served as the medium of instruction, facilitating the explanation of new concepts and comparisons between the first language (L1) and the target language (L2) (Richards & Rodgers).
2001) In other words, FL teachers mostly codeswitch in their GTM classrooms
The Grammar Translation Method faced significant criticism from linguists, particularly as the late nineteenth century brought a shift in language learning towards communication This change led to the development of the Direct Method, which emphasizes spoken language and mirrors the natural acquisition of a first language (L1) The Direct Method advocates for immersion in the target language (TL) as the primary means of instruction, discouraging the use of L1 and translation techniques (Stern, 1983) Despite its decline after its peak popularity in the early twentieth century, the Direct Method laid the groundwork for subsequent language teaching approaches, including the Audio-lingual Method and the Communicative Approach.
The Audio-lingual Method (ALM), developed by American linguists in the 1950s, focuses on enhancing students' communicative competence through repetitive dialogues and drills According to Larsen-Freeman (2000, as cited in Vu Thi Thu Trang, 2016), frequent repetition strengthens learning and habits In ALM classrooms, the use of the first language is prohibited, as understanding context and grammatical explanations are deemed unnecessary Similarly, Communicative Language Teaching (CLT), which emerged in the 1970s, shares the same communicative objectives as ALM and has significantly influenced language teaching practices globally.
The Communicative Approach (CLT) has gained significant attention in language teaching over the past fifty years, emphasizing interactive classroom activities like group work, pair work, and role play to enhance learning While the use of learners' mother tongue is generally limited, it is permitted when necessary, and translation can be employed to support students when they find it beneficial (Ellis, 2003).
In the twentieth century, various teaching methods emerged that aimed to minimize code-switching and the use of students' first language (L1) in English as a Foreign Language (EFL) classrooms Despite these efforts, code-switching remains a contentious topic, sparking ongoing debates among linguists, foreign language educators, and learners worldwide.
Arguments about the use of code-switching or L1 in EFL classrooms
1.3.1 Arguments against using code-switching or L1 in EFL classrooms
Since the 1980s, code-switching has gained significant attention as a technique in foreign language education While some scholars advocate for its use in English as a Foreign Language (EFL) classrooms, others express concerns about its effectiveness Notable researchers like Ellis (1984) and Wong contribute to the ongoing debate regarding the role of code-switching in language learning environments.
According to Fillmore (1985), Chaudron (1988), and Light (2001) as cited in Liu Jingxia (2010), it is essential for teachers to establish a linguistically immersive environment in English as a Foreign Language (EFL) classrooms They argue that the use of code-switching to the first language (L1) by EFL teachers can adversely affect students' acquisition of the target language.
According to Cook (2001), arguments against teachers using students’ mother tongue in the literature are generally organized into three following reasons:
1 The learning of L2 should model the learning of an L1 (through maximum exposure to the L2)
2 Successful learning involves the separation and distinction of L1 and L2
3 Students should be shown the importance of the L2 through its continual use
Children learn their mother tongue by listening, imitating, and responding to their environment, which is why many linguists advocate for immersive sound environments for language learners Krashen and Terrell (1983), as referenced by Salah & Farrah (2012), argue that excluding the use of the first language (L1) in English classrooms enhances students' exposure to the target language, ultimately leading to better language acquisition.
Research indicates that increased exposure to the target language significantly accelerates language learning (Salah & Farrah, 2012) Furthermore, Turnbull (2001) emphasizes that excessive reliance on students' native language by teachers can hinder their learning progress.
Supporters of the Monolingual Approach emphasize that translating between a learner's first language (L1) and a foreign language (L2) can be detrimental, as it fosters the misconception of direct language equivalence, which is often misleading (Pracek, 2003) They argue that effective foreign language acquisition relies on maintaining a clear distinction between L1 and L2, primarily due to concerns about L1 interference (Cook, 2001) Influential theorist Stephen Krashen (1981) also points out that L1 can contribute to errors in foreign language performance Advocates for exclusive use of the target language contend that it is not crucial for learners to comprehend every word spoken by the teacher, asserting that reverting to L1 can hinder the learning process (F Chambers, 1991; Halliwell & Jones, 1991; Macdonald).
1993) For them, teaching entirely through the TL makes the language real, allows learners to experience unpredictability, and develops the learners’ own in-built language system (cited in Liu Jingxia, 2010)
Pachler and Field (2001) highlight that using only the target language (L2) in the classroom emphasizes its importance and showcases its practical application Similarly, Sharma (2006) argues that increased exposure to English in EFL settings accelerates language acquisition This perspective is supported by many monolingual approaches, which assert that learners benefit most when they are compelled to use the language actively.
1.3.2.Arguments in favour of code-switching in EFL classrooms
The proponents of the bilingual approach have focused their efforts o three points to discredit the monolingual approach According to Philipson
The monolingual approach to English teaching is deemed impractical due to several factors A significant challenge is that the majority of English teachers worldwide are non-native speakers, who may struggle with exclusive English-only instruction (Hawks, 2001; Miles, 2004) This limitation can hinder their communication skills and negatively impact their teaching effectiveness (Miles, 2004) Furthermore, the complete exclusion of a learner's first language (L1) in lower-level classes is often unfeasible (Nunan & Lamb, 1996) Consequently, enforcing an English-only policy can lead to learners feeling alienated from the educational process (Pachler & Field, 2001).
More and more researchers, such as Stern (1992) and Cook (2000,
In 2001, researchers challenged the traditional view of excluding students' first language (L1) from foreign language (FL) classrooms, advocating for its inclusion Cook (2000) emphasized that allowing the use of a student's mother tongue is a humanistic approach, enabling them to express their true thoughts and feelings Furthermore, incorporating L1 is seen as a "learner-preferred strategy," highlighting its importance in enhancing the learning experience.
In 1992, Stern proposed that it might be time to reconsider the exclusive use of target language (TL) in language teaching, which is primarily intralingual He emphasized that learners often rely on their first language (L1) as a reference point, suggesting that using L1 can help them navigate the second language (L2) more effectively by relating L2 concepts to L1 equivalents Furthermore, Stern highlighted that many students expressed less favorable views on the sole use of TL in their learning process.
According to Atkinson (1987), the use of the mother tongue through translation techniques is a favored learning strategy among many learners This perspective aligns with Danchev's earlier assertion (1982, cited by Christine Manara, 2007) that translation is a natural occurrence and an essential aspect of second language acquisition, even in the absence of formal classroom instruction.
L1 use also reduces the affective barriers to L2 acquisition According to D’Annulizios (1991), Garcia (1991), Hemmindinger (1987), Shamash
Research by Strei (1992, cited in Christine Manara, 2007) indicates that utilizing students' first language (L1) can significantly reduce language anxiety and foster a positive emotional environment, which is crucial for effective second language (L2) acquisition Additionally, this approach considers students' sociocultural backgrounds, integrates their life experiences, and promotes a learner-centered curriculum development.
L1, or a learner's mother tongue, serves as a valuable tool for enhancing cognitive processes in language learning According to Vygotsky (1986), L1 aids students in understanding the structures and meanings of L2 texts Collaborative discussions in L1 among peers provide essential "scaffolded help," enabling learners to support each other's comprehension Upton and Lee-Thompson (2001) emphasize that utilizing L1 not only functions as a reading strategy, such as translation, but also creates a cognitive space that fosters deeper understanding of L2 materials.
Teaching exclusively in the target language (TL) offers certain advantages; however, it does not ensure student learning (Pachler & Field, 2001, p.101) Conversely, neglecting the use of the target language can hinder the learning process (Auerbach, 1993, p.16 as cited in Vu Thi Thu Trang, 2016).
Studies focusing on teachers’ code-switching in EFL classrooms
1.4.1 The attitudes of teachers and students
Numerous studies in Vietnam and globally have examined attitudes and perceptions regarding code-switching to the first language (L1) in English as a Foreign Language (EFL) classrooms These studies can be categorized into three groups: those focusing solely on language learners' attitudes, those analyzing only language teachers' attitudes, and those investigating the perspectives of both learners and teachers.
In the first study, Schweers (1999, cited in Nguyen Thi Nhu Quynh,
In a 2011 study conducted at a Puerto Rican university, it was revealed that 88.7% of EFL students and 100% of their teachers believed that Spanish should be incorporated into English classes Additionally, 86% of students expressed that their first language (L1) helps them feel “less lost” during instruction Schweers concluded that the pedagogical and emotional advantages of using L1 in the classroom warrant its careful and limited implementation.
A significant study by Burden (2001) investigated the perspectives of learners and teachers on the necessity of using Japanese in English classes The findings revealed a consensus on the importance of incorporating the first language (L1) in target language (TL) instruction Both teachers and students agreed that using L1 was acceptable for explaining new vocabulary, giving instructions, teaching grammar, and checking comprehension Burden highlighted the importance of occasionally integrating L1 in L2 classes to address learners' psychological needs and to avoid viewing their mother tongue as inferior to the target language.
In a study conducted by Al-Nofaie (2010) in an Arab context, Saudi teachers and students expressed positive attitudes toward the use of Arabic as a supportive tool in English classrooms Participants recognized the benefits of limited and careful integration of their native language (L1) in English as a Foreign Language (EFL) classes, while also acknowledging that excessive use of Arabic could negatively impact their learning Specifically, they preferred to use Arabic for providing exam instructions, translating new vocabulary, and drawing comparisons between English and Arabic.
Tang (2002) investigated the attitudes of students and teachers towards the use of the mother tongue, Chinese, in English classrooms The findings indicate that incorporating L1 in L2 instruction does not impede language acquisition; instead, it enhances the teaching and learning experience Participants acknowledged the benefits of using L1 to clarify complex grammatical rules, explain difficult vocabulary, and practice new phrases and expressions Tang concluded that the "limited and judicious use of the mother tongue in EFL classes does not diminish students' exposure to English, but rather supports the teaching and learning processes" (p 41).
Cianflone (2009) conducted a study on the use of L1 in English courses at the University of Messina, Italy, revealing that teachers generally support L1 usage for explaining grammar, vocabulary, and complex concepts, as well as enhancing overall comprehension The findings suggest that utilizing L1 at the university level can save time and boost student motivation.
Numerous studies in Vietnam, including research by Kieu Hang Kim Anh (2010, cited in Vu Thi Thu Trang, 2016), reveal the nuanced role of Vietnamese (L1) in EFL classrooms, suggesting its beneficial use in certain contexts while cautioning against overreliance Nguyen Thi Nhu Quynh (2011) found that both teachers and students at Ba Vi High School recognized the advantages of using L1 to enhance comprehension and foster a supportive learning environment Additionally, Vu Thi Thu Trang's (2016) study at May School English Center in Hanoi emphasizes that while teachers often aim to limit L1 usage, it remains an essential tool when both teachers and learners share the same language.
1.4.2.Amount of code-switching use
Studies indicate significant variation in code-switching within EFL classrooms across different contexts For example, Turnbull (2001; Turnbull & Arnett 2002) analyzed the discourse of four French teachers in Canadian secondary schools, revealing L1 (English) usage between 28% and 78% Similarly, Kim & Elder (2005, cited in Vu Thi Thu Trang, 2016) found that seven native-speaker teachers of Japanese, Korean, German, and French in New Zealand utilized students' L1 (English) between 12% and 77% In South Korea, Liu et al (2004) reported that thirteen high school English teachers used L1 (Korean) between 10% and 90%.
In Vietnam, the use of mother tongue by teachers in the classroom varies based on students' age, proficiency level, lesson types, and specific lesson stages, as noted by Vu Thi Thu Trang (2016) Teachers strive to maximize English usage to enhance students' exposure to the second language A study involving group interviews with five female teachers and ten observations at May School English Center found that Vietnamese was used between 20% to 91% of the time.
1.4.3.Situations of code-switching use
Numerous linguists have explored the advantages of code-switching in English as a Foreign Language (EFL) classrooms, focusing on the contexts in which teachers and students frequently utilize their mother tongue Atkinson (1987) emphasizes the significant potential of the first language (L1) as a valuable classroom resource, offering detailed insights into its effective application within EFL settings.
5 Discussions of classroom methodology (early levels)
6 Presentations and reinforcement of language (mainly early levels)
Auerbach (1993) identifies several key reasons for utilizing the mother tongue in educational settings, including the negotiation of the syllabus and lessons, effective record keeping, and classroom management Additionally, it aids in scene setting, language analysis, and the presentation of grammatical rules The mother tongue also facilitates the teaching of phonology, morphology, and spelling, enables discussions on cross-cultural issues, provides instruction prompts, assists in explaining errors, and enhances the assessment of comprehension.
In Vietnam, Kieu Hang Kim Anh identified three primary reasons why teachers utilize the mother tongue in their classrooms: to explain grammatical points (75%), to clarify new vocabulary (67%), and to check for understanding (67%) These insights are supported by the research conducted by Nguyen Thi Nhu Quynh.
Research by 2011 identified key situations where the use of Vietnamese was beneficial for teachers, particularly in explaining complex grammar, defining new vocabulary, and clarifying abstract concepts This approach not only boosted teachers' confidence but also enhanced student comprehension Similarly, Vu Thi Thu Trang's 2016 study highlighted common scenarios where teachers utilized their mother tongue, such as explaining grammar in advanced classes, clarifying difficult vocabulary, providing instructions, and fostering rapport with students.
METHODOLOGY
Research Methodology
As the purpose of this study is to find out the teachers’ and students’ opinions of code-switching in English language lesson, a survey method is used.
Setting and participants
A study conducted in two high schools in rural Thanh Hoa province revealed that students generally exhibit low to medium English proficiency One school, established in 1999 in Ngoc Lac town, has 1,100 students and 6 English teachers, while the other, founded in 1977 in Lam Son town, has 1,150 students and 4 English teachers The primary reason for students' lack of motivation to study English is that the National High School graduation examination consists entirely of 50 multiple-choice questions, allowing them to achieve the minimum passing score of 1.5 points without serious study Consequently, many students approach English merely as a compulsory subject rather than a valuable skill.
The study involved six English teachers (two males and four females) with a minimum of six years of teaching experience at a rural high school, alongside 100 Vietnamese students who have been learning English for five to ten years All participants share Vietnamese as their first language.
Data collection instruments and procedure
In a study observing six classes from grades 10 to 12 across two high schools, the researcher aimed to investigate the use of teachers' code-switching in English as a Foreign Language (EFL) classrooms Over 45-minute sessions, the researcher, acting as a non-participant observer, recorded and took notes from a corner of the classroom The primary objective was to identify when teachers and students commonly used Vietnamese during English lessons, which would help in formulating questions for questionnaires and interviews Additionally, the study sought to evaluate the potential benefits and drawbacks of code-switching in the context of learning and teaching English.
The study utilized questionnaires to gather data from students, featuring 11 questions comprising 3 open-ended and 8 multiple-choice items To facilitate comprehension and accurate responses, the questionnaire was presented in Vietnamese A total of 100 students participated, providing valuable insights into their attitudes toward code-switching in English as a Foreign Language (EFL) classrooms.
The questionnaire comprised two sections: the first gathered individual participant information, including name, age, gender, and educational background The second section consisted of questions designed to capture participants' opinions and desires regarding the use of code-switching in English lessons.
All the questionnaires were filled in seriously by the students and returned to the researcher
After the six classroom observations, the researcher conducted interviews with 6 teachers from two high schools: 4 females and 2 males, who were chosen randomly and at the different ages
The study involved six open-ended interview questions conducted in both English and Vietnamese to ensure that older teachers could comfortably express their thoughts The researcher meticulously recorded their responses, which served as crucial data for examining the teachers' attitudes toward code-switching and their reasons for either embracing or avoiding the use of Vietnamese in English classrooms.
Data analysis procedure
The analysis utilized notes and transcripts from classroom observations, along with responses from interviews and questionnaires Initially, data from classroom observations, gathered through written notes and recordings, was analyzed to determine the frequency and contexts of code-switching Next, the questionnaire data was summarized to reflect students' general attitudes Additionally, interviews provided insights into teachers' perspectives on code-switching and its appropriate contexts Finally, the research compared these findings with classroom observation data to identify any discrepancies between students' and teachers' attitudes towards code-switching.
DATA ANALYSIS AND DISCUSSION
Data analysis
3.1.1.1 The frequency of code-switching use
Figure 3.1: The amount of code-switching use in observed classes
The chart illustrates the percentage of code-switching among teachers in six EFL classrooms Following observations, the researcher transcribed recordings to assess the duration of teacher talk in both English and Vietnamese Notably, the class 11C1 exhibited the highest usage of English, while the levels of code-switching remained relatively consistent across the other five classes.
Class 11C1 exhibited the lowest level of code-switching, with only 84.4% during six observed English lessons, totaling approximately 7 minutes of teacher talk in English This class is recognized as the gifted group at Le Lai High School, comprising many intelligent students with the highest English proficiency, allowing the teacher to conduct lessons primarily in English.
To enhance communicative skills, he utilized English extensively during writing lessons, minimizing the need for code-switching to his mother tongue for explaining or translating new structures, questions, and answers.
In grade 11, the class 11C5 struggled with English, perceiving it as one of the most challenging subjects This class exhibited a code-switching usage similar to the gifted grade 10 class 10B1, with 6.6 percent English and 93.4 percent code-switching The teacher frequently resorted to code-switching during reading lessons to aid comprehension, as the students did not excel in any subject While most teachers aimed to use English extensively, the instructor of class 10B1 predominantly taught in Vietnamese, despite the students' capability to understand more English.
The English proficiency of the 10B2 class was lower than that of the 11C1 and 10B1 classes, yet their code-switching frequency was slightly higher than that of the 11C1 class, reaching 90% during observed listening lessons To enhance students' interest in learning English and boost their communicative skills, the teacher aimed to conduct lessons primarily in English, minimizing the use of Vietnamese unless absolutely necessary.
In a recent observation, Class 10B4 demonstrated an English proficiency level comparable to that of Class 11C5, yet they utilized code-switching significantly less, at only 91.2% The lesson focused on speaking skills and featured straightforward content, allowing the teacher to deliver a total of four minutes of English instruction, providing examples to enhance student practice Unlike other instructors, she primarily used English for teaching and opted to explain concepts in Vietnamese, fostering a more immersive learning environment.
The students of class 12A3 excelled in social subjects like literature, history, and geography, but English was not their preferred subject During English as a Foreign Language (EFL) lessons, English was spoken for an average of only three minutes, primarily for teaching, reading new words, checking answers, or constructing simple sentences The teacher relied heavily on code-switching, utilizing it 93% of the time due to her habitual use and the students' low proficiency in English.
In summary, the analysis of six classes across three grades revealed a high average frequency of code-switching at 91% Among these, class 11C1 exhibited the lowest rate, while the other five classes showed similar levels of code-switching Chart 1 indicates that the proportion of code-switching in rural high schools is relatively consistent, with only one or two classes performing slightly better.
3.1.1.2 Situation of teachers’ code-switching in EFL classrooms
Table 3.1: Situations of teachers’ code-switching in EFL classrooms
Occasions of teachers’ code- switching
Asking and answering the questions
Summarizing the content of the lesson
The table illustrates the instances and frequency of code-switching by teachers in six observed EFL classrooms Notably, code-switching occurred in every classroom, although the contexts and frequency varied significantly among them.
In rural high schools, teachers primarily utilized code-switching during reading lessons to clarify new vocabulary and grammar structures, often explaining concepts in English before translating them into Vietnamese This approach was particularly evident in class 12A3, where translations ensured students grasped the main ideas of challenging texts To foster a relaxed learning atmosphere, teachers incorporated humor and relatable anecdotes in Vietnamese While encouraging students to engage in English, they often resorted to code-switching for complex questions and answers To assess reading comprehension, teachers directed questions to weaker students and asked stronger ones to summarize passages in Vietnamese, followed by assigned homework Overall, code-switching emerged as a crucial strategy for enhancing understanding and interest in English among students with low proficiency levels.
During the speaking lesson, the teacher predominantly used English for greetings, questions, confirmations, corrections, class management, and compliments, while encouraging students to practice and repeat challenging words She employed code-switching primarily for warm-ups and task instructions, catering to students with lower English proficiency by translating key sentences Additionally, she used code-switching to offer suggestions and encouragement to shy or struggling students As a result, the researcher observed that students improved their English speaking skills effectively when code-switching was utilized appropriately.
In the listening lesson, the teacher effectively utilized code-switching to enhance student comprehension by explaining new vocabulary and complex grammar structures She translated challenging questions and answers, provided clear instructions regarding the listening context, and guided students on how to approach and complete the listening tasks in Vietnamese.
Listening is a crucial skill for students learning English, as they are often immersed in the language through various recordings To enhance this challenging aspect of language acquisition, teachers should effectively incorporate code-switching techniques to make the learning experience more engaging and enjoyable.
In the writing lesson, the teacher effectively utilized code-switching to provide instructions and clarify new vocabulary and grammar, primarily using English for classroom activities like greetings and managing interactions Despite the emphasis on English, code-switching was employed to assess students' writing, highlighting their strengths and weaknesses Interestingly, the 11C1 class exhibited the least amount of code-switching due to the students' comparable English proficiency and the teacher's instructional style, indicating a unique dynamic in their learning environment.
Classroom observations and checklists indicate that code-switching was prevalent in all observed classes Teachers utilized code-switching in various scenarios, including clarifying new vocabulary, explaining complex grammar, giving instructions, managing the classroom, and assigning homework, all to enhance student comprehension However, the frequency and contexts of code-switching varied based on several factors, including lesson objectives, student proficiency levels, lesson duration, and teacher habits.
3.1.2 Analysis of teachers’ interviews results
Discussion
This section outlines the research findings obtained from three data collection methods: questionnaires, interviews, and classroom observations The results are analyzed and discussed in relation to the four research questions posed at the outset of the thesis.
3.2.1 How often do teachers codeswitch on average in the lesson?
This study investigates the frequency of code-switching among teachers in English as a Foreign Language (EFL) classes, utilizing questionnaires, interviews, and classroom observations as data collection methods Results indicate that code-switching is frequently employed in rural high schools due to students' low proficiency levels Both teachers and students acknowledged that the extent of code-switching varies based on students' abilities and lesson types, yet certain scenarios consistently necessitate code-switching to enhance comprehension The research revealed that teachers typically engage in code-switching between 50% to 93% of the time, with higher frequencies observed in classes with lower student proficiency and more complex, lengthy lessons Overall, the findings suggest that as class levels decrease, the reliance on code-switching increases.
3.2.2 What are the attitudes of the teachers towards code-switching?
A study conducted in rural high schools found unanimous support among teachers for the use of code-switching in English classes, with 100 percent endorsing its positive impact on student comprehension and classroom comfort Teachers identified several advantages of code-switching, including enhanced understanding of grammar, vocabulary, and pronunciation, as well as improvements in reading, speaking, listening, and writing skills They expressed satisfaction with their use of code-switching, noting that it not only facilitates better language learning but also boosts students' confidence and comfort during English lessons.
While recognizing the significant benefits of code-switching, participants expressed a desire to reduce its frequency in higher-level English classes to enhance their listening and speaking skills They encouraged students to utilize English as much as possible When asked about their preferred frequency of code-switching, they indicated a range of 70% to 90%, depending on the proficiency level of the class.
To summarize, all the participants had the positive attitudes towards code-switching when necessary in EFL classrooms because of many its benefits
3.2.3 What are the attitudes of the students towards code-switching?
A recent study revealed that 88% of students in rural high schools have a positive attitude towards code-switching in English classes, viewing it as essential for effective language learning In contrast, a minority of students argued that increased English usage would enhance their interest and foster a better environment for English communication.
Students reported that the frequency of code-switching varies based on class level and lesson type While they expressed satisfaction with teachers' use of code-switching during English lessons, they preferred more English usage in simpler contexts to enhance their motivation for learning the language.
Many students acknowledged their limited vocabulary, with some lacking exposure to the subject in secondary school As a result, code-switching becomes crucial in navigating challenging situations within English as a Foreign Language (EFL) classrooms.
3.2.4 Are there any differences between students’ and teachers’ attitudes towards code-switching?
The results from interviews and questionnaires indicate a strong positive attitude towards code-switching in EFL classrooms among both teachers and students Participants emphasized its benefits in enhancing students' comprehension of English and alleviating stress In rural settings, all teachers valued code-switching, recognizing their students' needs and proficiency levels While a minority of students (12%) believed a pure English environment would be ideal, all expressed satisfaction with their teachers' code-switching frequency Many students acknowledged their limited vocabulary and listening skills, with only 3% able to fully understand their teachers in English Both teachers and students concurred on the importance of maximizing English use while resorting to code-switching when necessary.
In conclusion, it can be seen from the results of the study that there were not any differences between students and teachers’ attitudes towards code-switching in English classrooms
This study aimed to investigate the attitudes of teachers and students towards code-switching in English as a Foreign Language (EFL) classrooms in rural high schools Data was gathered using three methods: classroom observations, interviews, and questionnaires The researcher observed six classes across two high schools, noting key points on a checklist Subsequently, six teachers were interviewed to assess their attitudes and the frequency of code-switching in English lessons Additionally, questionnaires were distributed to one hundred students to evaluate their perceptions of code-switching and their teachers' usage in class The collected data was then analyzed to address four specific research questions.
A study conducted in rural high schools revealed that both teachers and students endorsed the use of code-switching in English as a Foreign Language (EFL) classrooms, particularly given the students' low English proficiency and limited vocabulary The frequent use of code-switching was seen as a valuable strategy to enhance learning when challenges in foreign language comprehension arose While participants acknowledged the importance of using English as the primary medium of instruction and communication, they agreed that code-switching should be utilized judiciously and only when necessary.
In rural high school English classrooms, teachers frequently employed code-switching, with usage varying across different classes Interviews revealed that teachers estimated their code-switching to be between 50 percent and 90 percent, while students perceived it to be around 30 percent to 95 percent Observations of six classes indicated an average code-switching rate of 84 percent, highlighting its significant role in the learning environment.
A study revealed that 93 percent of teachers and students agreed on the benefits of code-switching in English lessons, although the frequency of its use varied by class and lesson type While teachers and students had slightly different perspectives, they both expressed satisfaction with the role of code-switching in enhancing the teaching and learning experience Overall, there was a strong alignment in attitudes towards code-switching between students and teachers.
This study emphasizes that code-switching is an essential practice in educational settings, particularly when teachers and students share the same native language, especially in rural areas where English proficiency may be limited Both teachers and students view code-switching positively, expressing a desire to utilize it in appropriate contexts to enhance communication and understanding.
The proportion of code-switching should be tailored to the specific context of each class and lesson, as it serves as an effective tool for teaching and learning English This approach can enhance various educational activities, including giving instructions, defining new vocabulary, explaining grammar, clarifying complex concepts, facilitating questions and answers, and assigning homework.
The outcome of the current study also proves that there were not any big difference between students’ and teachers’ opinion about code- switching
Despite the thorough effort put into the study, certain limitations were present The research was based on a small sample size, consisting of only six teachers from two high schools and observations from six classes Additionally, the varying proficiency levels, teaching styles, and individual characteristics of the teachers could significantly influence their language choices in EFL classes, which the study could not fully capture Furthermore, the researcher’s presence during class observations and the nature of the lessons may have affected the frequency of code-switching among the teachers As a result, the findings of this study may be constrained.