Rationale
In recent decades, there has been a significant rise in the interest of learning English as a second or foreign language, largely due to its crucial role in various aspects of life, including education and business English has emerged as a global lingua franca, facilitating international communication among diverse cultures and linguistic backgrounds As a result, it has become an essential component of educational strategies in many countries, prompting governments to integrate English language instruction early in their educational systems to prepare citizens for effective use of the language in the future.
The debate over the use of the mother tongue versus exclusively foreign language instruction in foreign language classrooms persists, particularly with the rise of Communicative Language Teaching Numerous global studies have explored the code-switching technique and the role of the mother tongue in English as a Foreign Language (EFL) settings, yielding varied results Notable researchers such as Ellis (1984), Wong-Fillmore (1985), and Chaudron have contributed to this ongoing discussion, highlighting the complexities of language instruction methodologies.
According to Lightbown (2001) and other researchers from 1988, teachers should strive to establish a pure foreign language environment, as they serve as the primary linguistic models for their students; they argue that code-switching can lead to negative transfer in foreign language learning Conversely, proponents of cross-lingual teaching strategies, such as Tikunoff and Vazquez-Faria (1982), advocate for the inclusion of code-switching in the classroom.
Research by Levine (2003) and Chen Liping (2004) emphasizes the importance of the first language in enhancing target language acquisition, advocating for its inclusion in foreign language classrooms Additionally, code-switching is identified as an effective strategy in these educational settings While various studies have explored teachers' and students' attitudes towards code-switching in EFL classrooms across universities, English centers, and high schools in Vietnam, there is a notable lack of research focusing on rural areas where students often have lower proficiency levels and differing beliefs about English learning compared to urban counterparts This gap in research motivated the current study to be conducted in a rural 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 these opinions.
- 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 use of code-switching in English as a Foreign Language (EFL) classrooms The study is designed to address specific 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 investigates the attitudes of students and English teachers towards code-switching in rural high school classrooms Data was collected through interviews with six English teachers, classroom observations, and questionnaires from one hundred students across various high schools in Thanh Hoa province.
Significance of the Study
Many educational policy-makers worldwide have embraced a monolingual approach, despite substantial research advocating for the inclusion of learners' mother tongues in education (Schweers, 1999; Swain & Lapkin, 2000; Burden, 2001; Prodromou, 2002; Tang, 2002; Al-Nofaie, 2010) These decisions often stem from "unexamined and taken-for-granted assumptions" (Auerbach, 1993, p.29), with insufficient consideration of teachers' and students' perspectives Given that teachers and students are crucial to the educational process, numerous studies have explored their views on using the mother tongue while learning a new language This study specifically examines the attitudes of students and teachers towards code-switching in EFL classrooms at rural high schools, where students frequently lack adequate training in listening and speaking skills, particularly in listening lessons.
Rural classrooms often accommodate 40-45 students with varying levels of English proficiency This research aims to investigate the attitudes of both teachers and students regarding the use of code-switching in English classrooms, focusing on its potential benefits in alleviating learner anxiety and enhancing the learning experience The findings of this study can serve as a valuable reference for English teachers, guiding necessary changes in teacher training processes to improve instructional effectiveness.
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 offers a comprehensive overview of the definition and historical context of code-switching in English as a Foreign Language (EFL) classrooms It discusses the advantages and disadvantages of using the mother tongue in language instruction and presents a review of relevant literature on this 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—like numbers or words—that conveys specific meaning According to Wardhaugh, the term "code" is neutral, unlike emotionally charged terms such as dialect, language, style, pidgin, and creole It can describe any communication system utilized by two or more individuals.
Code-switching is defined in various ways, with Gumperz describing it as the integration of segments of speech from two distinct grammatical systems or subsystems within the same conversation (Gumperz, 1982, p.59).
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 tool for language teachers when necessary (Liu Jingxia, 2010) This study adopts Jingxia's definition, focusing on the context of English being taught and learned as a foreign language.
History of language teaching methods focusing on code-switching in EFL
Throughout the history of foreign language (FL) teaching, various linguistic methods and approaches have emerged, reflecting the evolving understanding of language acquisition A significant aspect of this evolution is the role of the first language in the teaching process, which has been a focal point in different educational periods.
7 long-standing controversies in the history of language pedagogy (Stern,
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 19th century, the Grammar Translation Method (GTM) became the predominant approach to foreign language teaching in Western countries This method emphasized grammar illustration, bilingual vocabulary lists, and translation exercises, under the belief that language learning primarily involved reading 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).
2001) In other words, FL teachers mostly codeswitch in their GTM classrooms
The Grammar Translation Method faced significant criticism from linguists as the late nineteenth century marked a shift in language learning towards communication This change gave rise to the Direct Method, which emphasizes spoken language and posits that foreign language acquisition should mirror first language learning This approach advocates for immersion in the target language, using it as the primary medium of instruction while avoiding the first language and translation techniques (Stern, 1983) Although the Direct Method experienced peak popularity until the early twentieth century, its principles laid the groundwork for subsequent methodologies, including the Audio-lingual Method and the Communicative Approach.
The Audio-lingual Method (ALM), introduced by American linguists in the 1950s, focuses on enhancing students' communicative competence through repetitive dialogues and drills According to Larsen-Freeman (2000, cited in Vu Thi Thu Trang, 2016), frequent repetition strengthens learning and habit formation 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 goal of fostering communication and has significantly influenced global language teaching practices (Richards).
The Communicative Approach (CLT) has gained significant attention in language teaching over the past fifty years, emphasizing the importance of interactive classroom activities such as group work, pair work, and role play to enhance learning While the use of learners' mother tongue is generally restricted, it may be permitted when necessary, and translation can be employed to aid understanding when deemed essential (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 to enhance communicative language teaching 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 skepticism about its effectiveness Notable researchers, including Ellis (1984) and Wong, contribute to the ongoing debate surrounding the benefits and drawbacks of implementing 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 purely linguistic environment in English as a Foreign Language (EFL) classrooms, as the use of code-switching to the first language (L1) by EFL teachers can adversely affect the learning 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 underscores the importance of an immersive sound environment for language learners Linguists advocate for minimizing the use of the first language (L1) in English classrooms to enhance exposure to the target language, as suggested by Krashen and Terrell (1983) This approach aligns with the belief that increased interaction with the target language leads to better language acquisition outcomes.
Research indicates that increased exposure to the target language accelerates learning (Salah & Farrah, 2012) Furthermore, Turnbull (2001) emphasizes that excessive reliance on students' native language by teachers can hinder their language acquisition.
Supporters of the Monolingual Approach argue that adhering to Cook's second principle highlights the risks of translating between L1 and L2, as it fosters the misconception that direct equivalents exist between the two languages, which is often not true (Pracek, 2003).
Successful foreign language (FL) acquisition relies on maintaining a clear distinction between the second language (L2) and the first language (L1), primarily due to concerns about L1 interference (Cook, 2001) Influential theories, such as those presented by Krashen (1981) in "Second Language Acquisition and Second Language Learning," highlight that L1 can contribute to errors in FL performance Advocates for target language exclusivity assert that learners do not need to comprehend every word spoken by the teacher, as reverting to the first language 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) argue that using only the target language (L2) in the classroom highlights its significance and showcases its practical application Sharma (2006) supports this perspective, stating that increased exposure to English in EFL settings accelerates language acquisition Many proponents of monolingual teaching methods believe 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 language teaching is often deemed impractical, as highlighted by research (1992, p.191) A significant challenge arises from the fact that non-native speakers make up the majority of English teachers globally (Hawks, 2001, cited in Miles, 2004, p.9) Many of these educators may lack the proficiency required for an English-only teaching environment, leading to potential communication difficulties and diminished teaching effectiveness.
The monolingual approach to teaching is often impractical, as excluding the first language (L1) in lower-level classes is nearly impossible (Nunan & Lamb, 1996) This English-only method can lead to a disconnect between learners and the learning process, ultimately reducing teaching effectiveness and student engagement (Miles, 2004; 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 students to use their mother tongue is a humanistic approach, enabling them to express their true thoughts This practice aligns with a "learner-preferred strategy," highlighting the importance of incorporating L1 to enhance the learning experience.
In 1992, Stern proposed that it might be time to reconsider the crosslingual strategy in language teaching, which has predominantly focused on intralingual methods 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 Additionally, Stern highlighted that many students expressed negative views regarding the exclusive use of the target language (TL) in instruction.
According to Atkinson (1987), the use of the mother tongue through translation techniques is a favored learning strategy among many learners This concept was previously supported by Danchev (1982), as cited by Christine Manara (2007), who emphasized that translation is a natural occurrence and an essential aspect of second language acquisition, even outside formal classroom settings.
L1 use also reduces the affective barriers to L2 acquisition According to D’Annulizios (1991), Garcia (1991), Hemmindinger (1987), Shamash
Research by Strei (1992), as cited in Christine Manara (2007), indicates that utilizing the first language (L1) in the classroom reduces language anxiety among students and fosters a positive emotional environment, which is crucial for progress in second language (L2) acquisition Additionally, this approach considers students' sociocultural backgrounds, integrates their life experiences into the learning process, and supports the development of a learner-centered curriculum.
Some linguists argue that the first language (L1) can serve as a cognitive tool for understanding a second language (L2) Vygotsky (1986) suggests that L1 helps students comprehend the structures and meanings of L2 texts When learners engage in discussions using their mother tongue, they provide each other with "scaffolded help." Upton and Lee-Thompson (2001) found that L1 not only functions as a translation strategy but also creates a cognitive space that enhances readers' understanding of the text.
While teaching exclusively in the target language (TL) offers certain advantages, it does not ensure student learning (Pachler & Field, 2001, p.101) Conversely, the absence of TL instruction 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' perspectives, and those that explore the attitudes of both learners and teachers.
In the first study, Schweers (1999, cited in Nguyen Thi Nhu Quynh,
A study conducted in 2011 at a Puerto Rican university 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 felt that their first language (L1) helped them feel “less lost” during lessons Schweers concluded that the pedagogical and emotional benefits of using L1 in the classroom justify its limited and thoughtful application.
A significant study by Burden (2001) examined when learners and teachers felt the need to use Japanese in English classes The findings revealed a consensus among both groups on the importance of incorporating the first language (L1) in target language (TL) instruction Teachers and students agreed that using L1 was acceptable for explaining new vocabulary, providing 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) within the Arab context, Saudi teachers and students expressed positive attitudes toward utilizing Arabic as a supportive learning tool in English classrooms Participants recognized the benefits of limited and thoughtful use of their native language, believing that excessive reliance on Arabic could negatively impact their learning They favored using Arabic primarily for giving exam instructions, translating new vocabulary, and contrasting between English and Arabic.
Tang (2002) researched both students’ and teachers’ attitudes towards using mother tongue (Chinese) during English classrooms The reveals that
The use of the first language (L1) in second language (L2) classes can enhance teaching and learning rather than hinder it Educators recognize the benefits of utilizing L1 to clarify complex grammatical rules and explain difficult vocabulary, as well as to practice new phrases and expressions According to Tang, “limited and judicious use of the mother tongue in EFL class does not reduce students’ exposure to English, but rather can assist in the teaching and learning processes” (p.41).
A study by Cianflone (2009) at the University of Messina in Italy found that teachers support the use of the first language (L1) in English courses for explaining grammar, vocabulary, and complex concepts, which enhances overall comprehension The research concluded 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) and Nguyen Thi Nhu Quynh (2011), highlight the complex role of the Vietnamese language (L1) in English as a Foreign Language (EFL) classrooms Kieu Hang Kim Anh's study focused on teachers' attitudes in Ho Chi Minh City, indicating that while L1 can be beneficial in certain contexts, it should not be overused Conversely, Nguyen Thi Nhu Quynh's research at Ba Vi High School revealed that both teachers and students recognize the advantages of L1 in enhancing comprehension and fostering a supportive learning environment Additionally, Vu Thi Thu Trang's 2016 study at May School English Center in Hanoi emphasized that while teachers strive to limit L1 usage, it remains an essential tool when both teachers and students share the same native language.
1.4.2.Amount of code-switching use
Research indicates significant variability in code-switching within EFL classrooms across different contexts For example, Turnbull (2001; Turnbull & Arnett, 2002) found that the use of L1 (English) among four French teachers in Canadian secondary schools ranged from 28% to 78% Similarly, Kim & Elder (2005, cited in Vu Thi Thu Trang, 2016) observed L1 usage between 12% and 77% among seven native-speaking teachers of Japanese, Korean, German, and French in New Zealand In South Korea, Liu et al (2004) reported that the L1 (Korean) usage in lessons by thirteen high school English teachers varied from 10% to 90%.
In Vietnam, the use of the mother tongue by teachers in the classroom varies based on students' age and proficiency levels, lesson types, and specific lesson stages, as noted by Vu Thi Thu Trang (2016) To enhance students' exposure to English (L2), teachers strive to maximize English usage A study involving group interviews with five female teachers and ten classroom observations at May School English Center revealed that the percentage of Vietnamese used in instruction ranged from 20% to 91%.
1.4.3.Situations of code-switching use
Research in linguistics highlights the advantages of code-switching in English as a Foreign Language (EFL) classrooms, focusing on when teachers and students utilize their mother tongue Atkinson (1987) emphasizes the significant potential of the first language (L1) as a valuable classroom resource, offering comprehensive insights on its effective application in 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 incorporating 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 governing rules The mother tongue also facilitates understanding of phonology, morphology, and spelling, as well as discussions on cross-cultural issues It is instrumental in providing instructions, explaining errors, and assessing comprehension.
In Vietnam, Kieu Hang Kim Anh identified three primary reasons teachers use their mother tongue in the classroom: to explain grammatical points (75%), to clarify new vocabulary (67%), and to check for understanding (67%) These findings align with the research conducted by Nguyen Thi Nhu Quynh.
Research by 2011 highlights the effectiveness of using Vietnamese in educational settings, particularly for clarifying complex grammar, defining new vocabulary, and simplifying abstract concepts This approach not only boosts teachers' confidence but also enhances students' comprehension of lessons Similarly, Vu Thi Thu Trang's 2016 study identifies key scenarios where teachers utilize their mother tongue, such as explaining grammar points in advanced classes, clarifying challenging 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 rural high schools in Thanh Hoa province revealed that students exhibited low to medium levels of English proficiency One school, established in 1999 in Ngoc Lac town, has 1,100 students and six English teachers, while the other, founded in 1977 in Lam Son town, has 1,150 students and four English teachers The students' lack of motivation to learn English stems primarily from the National High School graduation examination format, which consists solely of 50 multiple-choice questions, allowing them to achieve the minimum passing score of 1.5 points without serious study As a result, many students view English as just 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 Both the teachers and students share Vietnamese as their first language.
Data collection instruments and procedure
In a study conducted across two high schools, the researcher observed six classes from grades 10 to 12 for 45 minutes each to investigate the use of code-switching by teachers in English as a Foreign Language (EFL) classrooms The findings provide valuable insights into the practice and implications of code-switching in educational settings.
In a study involving 18 observations, a non-participant researcher discreetly recorded and noted interactions during English lessons to analyze the contexts in which teachers and students utilized Vietnamese The primary aim was to inform the development of questionnaires and interviews, ultimately assessing the advantages and disadvantages of code-switching in English as a Foreign Language (EFL) classrooms for both learning and teaching.
The study utilized questionnaires comprising 11 questions—3 open-ended and 8 multiple-choice—to gather data from students Designed in Vietnamese for better comprehension, the questionnaires were distributed to 100 students to assess their attitudes towards code-switching in English as a Foreign Language (EFL) classrooms.
The questionnaire comprised two sections: the first gathered individual information from participants, including their name, age, sex, and educational background The second section consisted of questions designed to capture their opinions and preferences 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 easily understand and express their thoughts The researcher meticulously recorded their responses, which served as crucial data for examining their attitudes toward code-switching.
19 and the reasons for accepting or avoiding Vietnamese use in English classrooms.
Data analysis procedure
The analysis utilized classroom observation notes, interview responses, and questionnaire data to explore code-switching Initially, the frequency and contexts of code-switching were assessed through summarized observations from written notes and recordings Next, questionnaire data highlighted students’ general attitudes towards code-switching Finally, interviews provided insights into teachers’ perspectives on the practice The research aimed to compare these findings to identify any discrepancies between students' and teachers' attitudes regarding 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 After observing and transcribing the recordings, the researcher assessed the duration of teacher talk in both English and Vietnamese Notably, the 11C1 class demonstrated the highest usage of English, while the rate of code-switching remained relatively consistent across the other five classes.
Class 11C1 at Le Lai High School demonstrated the lowest level of code-switching, with only 84.4% usage across six observed English lessons, totaling approximately seven minutes of teacher talk in English This class is recognized as the gifted group due to its high concentration of intelligent students and the strongest English proficiency among peers, allowing the teacher to maintain a predominantly English-speaking environment.
To enhance communicative skills, it is essential to use English as much as possible during writing lessons, minimizing the need for code-switching to explain or translate new structures, questions, and answers into the mother tongue.
In grade 11, class 11C5 regarded English as one of the most challenging subjects, exhibiting a code-switching usage of 93.4% compared to 6.6% English, similar to the gifted grade 10 class 10B1 The students in 11C5 struggled academically, prompting the teacher to rely heavily on code-switching during reading lessons to facilitate comprehension of new vocabulary and texts While teachers generally aimed to maximize English use in class, the instructor of 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 11C1 and 10B1, yet their code-switching rate was notably higher than 11C1, reaching 90% during observed listening lessons To enhance students' interest in learning English and improve their communicative skills, the teacher focused on teaching primarily in English and minimized the use of Vietnamese unless absolutely necessary.
Class 10B4 demonstrated a comparable English proficiency to 11C5, exhibiting a lower code-switching rate of 91.2% during the observed lesson The focus on speaking and the simplicity of the content allowed the teacher to effectively utilize English for a total of 4 minutes to provide examples and facilitate student practice Unlike other teachers who often translate into Vietnamese, she adapted her teaching style to primarily use English, explaining concepts in the students' mother tongue only when necessary.
The last class was 12A3, the students of this class was good at social
In a study involving 22 subjects, including literature, history, and geography, English was not the preferred language among students During English as a Foreign Language (EFL) lessons, English was utilized for approximately 3 minutes for teaching, reading new vocabulary, and checking answers The instructor frequently employed code-switching, with a notable rate of 93%, due to her teaching habits and the students' limited proficiency in English.
In summary, the analysis revealed a high frequency of code-switching across six classes, averaging 91 percent, with class 11C1 exhibiting the lowest rate Notably, the data indicated minimal variation among the other five classes Chart 1 illustrates that the proportion of code-switching in rural high schools was relatively consistent, with only one or two classes showing slight improvements.
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 data presented in Table 1 illustrates the instances and frequency of code-switching among teachers in six observed EFL classrooms It is evident that code-switching occurred in all classrooms; however, the contexts and frequency of its use varied significantly across the different settings.
In the reading lesson, the teacher primarily employed code-switching to convey the meanings of new vocabulary and clarify grammar structures within the reading passages Notably, in class 12A3, the teacher first explained concepts in English before providing Vietnamese translations This approach is particularly crucial in rural high schools, where students may struggle to grasp complex ideas Code-switching was also utilized to translate reading passages, ensuring students understood the main content, especially when the topic was challenging and time permitted Additionally, the teacher fostered a relaxed and supportive classroom atmosphere by incorporating humor throughout the lesson.
In a study examining EFL lessons in Vietnam, teachers utilized code-switching to enhance student comprehension, particularly for those with lower English proficiency While English was predominantly used for questions and classroom interactions, teachers often translated complex queries and encouraged students to respond in English To assess reading comprehension, weaker students were prompted to answer questions, while stronger students summarized passages in Vietnamese The research highlighted that code-switching significantly aided rural students in grasping lesson content and fostering a greater interest in learning English.
During the speaking lesson, the teacher maximized the use of 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 to support students with lower English proficiency and to translate key sentences Additionally, she used code-switching to offer suggestions and encouragement to shy or struggling students The researcher observed that her students improved their English speaking skills effectively when code-switching was applied in appropriate contexts.
In the listening lesson, the teacher utilized code-switching to enhance student comprehension by explaining new vocabulary and complex grammar structures in Vietnamese She translated challenging questions and answers, provided instructions about the listening context, and guided students on how to effectively complete the listening tasks.
Listening is a crucial skill for students learning English, as they are often immersed in the language through recordings To enhance this challenging skill, teachers should effectively utilize code-switching, making the learning experience more engaging and accessible.
During the writing lesson, code-switching was essential for providing instructions and explaining new vocabulary and grammar, with the teacher primarily using English for various classroom activities Despite the frequent use of English, the teacher resorted to code-switching to evaluate students' writing and highlight their strengths and weaknesses Interestingly, the 11C1 class exhibited the least amount of code-switching, attributed to the students' similar English proficiency and the teacher's instructional habits.
Discussion
This section outlines the research findings obtained through three data collection methods: questionnaires, interviews, and classroom observations The results were analyzed and discussed in relation to the four research questions posed at the start 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 EFL classes, utilizing questionnaires, interviews, and classroom observations Results indicate that code-switching is prevalent 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 situations consistently necessitate its use to enhance comprehension The findings reveal that teachers engage in code-switching approximately 50% to 93% of the time, with increased usage observed when students struggle with challenging material.
35 long, whereas the lower frequencies were found among few better classes Generally, the lower level the class was, the more code-switching was needed
3.2.2 What are the attitudes of the teachers towards code-switching?
A study conducted in rural high schools found that all participating teachers supported the use of code-switching in English classes, recognizing its positive impact on student comprehension and the creation of a comfortable learning environment They identified numerous benefits of code-switching in various aspects of English language learning, including grammar, vocabulary, pronunciation, and the development of the four key skills: reading, speaking, listening, and writing Furthermore, the teachers expressed satisfaction with their use of code-switching, noting that it not only enhances students' language acquisition compared to exclusive English instruction but also boosts their confidence and comfort during lessons.
While acknowledging the significant benefits of code-switching, participants expressed a desire to reduce its frequency in higher-level English classes to enhance listening and speaking skills They encouraged students to use English as much as possible, with a preferred code-switching frequency of 70% to 90%, varying based on the proficiency level of each 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?
The finding of the study illustrated that the majority of the students (88% ) showed their positive attitudes towards using code-switching in rural
In a study involving 36 high schools, students emphasized the significance of code-switching in enhancing their English language learning, asserting that it was essential for their proficiency Conversely, a minority of students argued that increased use of English could spark greater interest in the language and foster a more immersive English communication environment.
The frequency of code-switching among teachers varies based on class levels and lesson types While students expressed satisfaction with the amount of code-switching during English lessons, they preferred that teachers use English more frequently in simpler contexts to enhance their motivation for learning the language.
Students often acknowledge their limited vocabulary, with some lacking exposure to this subject during 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 that both teachers and students have a positive attitude towards the use of code-switching in EFL classrooms Teachers 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 small percentage of students (12%) believed an all-English environment would be ideal for learning, all respondents expressed satisfaction with the frequency of their teachers' code-switching.
A study revealed that 37% of students acknowledged their limited vocabulary and poor listening skills, resulting in only 3% being able to fully comprehend their teachers' instructions in English Both teachers and students concurred on the importance of maximizing English usage in the classroom, suggesting that code-switching should only occur when absolutely 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 explore the attitudes of teachers and students regarding code-switching in English as a Foreign Language (EFL) classrooms within rural high schools Data was gathered using three methods: classroom observations, interviews, and questionnaires The researcher observed six classes across two high schools, taking notes and utilizing a checklist Subsequently, interviews were conducted with six teachers to assess their attitudes towards code-switching and its frequency in English lessons Additionally, questionnaires were distributed to one hundred students to gauge their perspectives on code-switching and their teachers' usage of it during lessons The analyzed data aimed to address four specific research questions.
A study conducted in rural high schools revealed that both teachers and students supported the use of code-switching in English as a Foreign Language (EFL) classrooms, particularly due to students' low English proficiency and limited vocabulary The high frequency of code-switching was viewed as a valuable strategy to enhance learning when students struggled with the foreign language While participants acknowledged that English should be 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 significantly across different classes Interviews revealed that teachers estimated their code-switching frequency to be between 50% and 90%, while students perceived it to be around 30% to 95%.
39 six observed classes, the average amount of code-switching was 84 percent to
A study revealed that while the frequency of code-switching varies by class level and lesson type, 93 percent of teachers and students agreed on its effectiveness in enhancing English teaching and learning Although their responses were not identical, both groups expressed satisfaction with the frequency of code-switching, indicating a strong alignment in their attitudes towards its use in the classroom.
This study emphasizes the inevitability of code-switching among teachers and students who share the same mother tongue, particularly in rural learning environments where English proficiency may be limited Both educators and learners express a favorable attitude towards code-switching, often seeking to employ it in appropriate contexts.
The effectiveness of code-switching in English language learning and teaching should be tailored to the specific context of each class and lesson This approach can enhance various aspects of the learning process, including giving instructions, clarifying new vocabulary, explaining grammar, simplifying 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