Rationale
The increasing interest in learning English as a second language over the past few decades is largely due to its significant role in education and business As a global lingua franca, English facilitates international communication, enabling individuals from diverse cultural and linguistic backgrounds to share knowledge and expertise Recognizing its importance, many governments have integrated English into their educational strategies, introducing it early in the curriculum to prepare citizens for effective communication in a globalized world.
The use of the mother tongue versus exclusively using a foreign language in the classroom is a longstanding debate in foreign language teaching, particularly with the rise of Communicative Language Teaching Numerous global studies have explored the effectiveness of code-switching and the incorporation of the mother tongue in English as a Foreign Language (EFL) classrooms, yielding varied results Researchers such as Ellis (1984), Wong-Fillmore (1985), and Chaudron have contributed to this ongoing discussion, highlighting the complexities involved in language instruction.
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, warning that code-switching may lead to negative transfer in language learning Conversely, proponents of cross-lingual strategies, such as Tikunoff and Vazquez-Faria (1982), advocate for the inclusion of code-switching in teaching methods.
Research by Levine (2003) and Chen Liping (2004) highlights the importance of the first language in facilitating target language acquisition, advocating for its inclusion in foreign language classrooms Code-switching emerges as an effective strategy in these settings In Vietnam, studies have explored the perspectives of teachers and students on code-switching in various educational institutions However, there is a notable lack of research focusing on rural areas, where students often have lower proficiency levels and differing beliefs about learning English compared to their urban counterparts This gap in the literature motivated the current study to investigate these dynamics 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 aims to achieve specific objectives that facilitate a comprehensive exploration of this phenomenon.
- 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 on the implementation of code-switching in English as a Foreign Language (EFL) classrooms The study is designed to address specific research questions related to this topic.
- 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 both 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 completed by one hundred students in various high schools in Thanh Hoa province.
Significance of the Study
Many educational policy-makers worldwide favor a monolingual approach despite extensive research advocating for the inclusion of learners' mother tongues in language education (Schweers, 1999; Swain & Lapkin, 2000; Burden, 2001; Prodromou, 2002; Tang, 2002; Al-Nofaie, 2010) Such decisions often stem from unexamined assumptions (Auerbach, 1993) and lack sufficient input from teachers and students, who are crucial to the educational process Numerous studies have explored these key players' perceptions regarding the use of the mother tongue in learning additional languages This particular study examines the attitudes of students and teachers towards code-switching in English as a Foreign Language (EFL) classrooms in rural high schools, where students often receive inadequate instruction in listening and speaking skills, with listening lessons frequently overlooked.
This research investigates the attitudes of teachers and students towards code-switching in rural English classrooms, which typically host 40-45 students with varying levels of English proficiency The study aims to determine whether code-switching benefits learners and alleviates anxiety during the learning process, as well as how to implement it effectively The findings can serve as a valuable reference for English teachers to consider necessary changes in their training processes.
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, presenting various arguments for and against the use of the mother tongue Additionally, it reviews relevant literature on this topic, highlighting key insights and findings.
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—such as numbers or words—that conveys specific meanings Wardhaugh emphasizes that "code" is a neutral term, unlike emotionally charged terms like dialect, language, style, pidgin, and creole It can denote any communication system utilized by two or more individuals.
Code-switching is defined as the integration of elements from two distinct grammatical systems within a single conversation According to Gumperz (1982), this phenomenon occurs when speakers alternate between languages or dialects during their speech exchanges, highlighting the complexity of linguistic interaction.
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, Liu Jingxia (2010) defines code-switching as the alternating use of a student's first language and the target language, serving as a vital communication tool for language teachers when necessary This definition is particularly relevant in contexts where English is 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 been proposed and utilized across different periods A significant aspect of this evolution is the role of the first language in the process of language instruction.
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 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, with the belief that learning a language was synonymous with reading its literature In GTM classrooms, the students' native language served as the medium of instruction, facilitating explanations 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 as the late nineteenth century brought a shift in language learning towards communication This shift led to the development of the Direct Method, which emphasizes spoken language and mirrors the natural process of first language acquisition The Direct Method advocates for immersion in the target language, using it as the primary means of instruction and communication while avoiding the native language and translation Although its popularity waned after the early twentieth century, the Direct Method established a foundation for subsequent 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 habits and promotes learning 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 goals as ALM and has significantly influenced language teaching practices worldwide.
The Communicative Approach (CLT) has gained significant attention in language teaching over the past five decades, emphasizing the importance of interactive activities such as group work, pair work, and role play to enhance learning While the use of learners' mother tongue is generally restricted, it is permitted when necessary, and translation can be employed to support learners in essential contexts (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 1980, 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, including Ellis (1984) and Wong, contribute to the ongoing debate regarding the advantages and disadvantages 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 an immersive linguistic 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 acquire their mother tongue by listening, imitating, and responding to their auditory environment, which underscores the importance of an immersive sound setting 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) in Salah & Farrah (2012) This approach aims to optimize language acquisition and proficiency among students.
Research indicates that increased exposure to the target language accelerates learning (Salah & Farrah, 2012) Additionally, Turnbull (2001) emphasizes that excessive reliance on students' native language by teachers can hinder their progress.
Supporters of the Monolingual Approach argue that 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 untrue (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) In his seminal work, "Second Language Acquisition and Second Language Learning," Krashen (1981) highlights that L1 can lead to errors in learners' FL performance Advocates for target language exclusivity contend that it is unnecessary for learners to grasp every word spoken by the teacher, as 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) argue that using only the target language (L2) in the classroom highlights its significance and showcases practical usage Sharma (2006) supports this approach, stating that increased exposure to English accelerates learning in EFL contexts Many proponents of monolingual 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 teaching is deemed impractical, as highlighted by research (1992, p.191) A significant concern is that non-native speakers constitute the majority of English teachers globally (Hawks, 2001, cited in Miles, 2004, p.9) Often, these educators lack the proficiency required for exclusive English instruction, leading to diminished communication skills in the classroom when adhering strictly to this approach.
The monolingual approach in language teaching can lead to decreased teaching performance (Miles, 2004, p.9) and is often impractical, particularly in lower-level classes where excluding the first language (L1) is nearly impossible (Nunan & Lamb, 1996) This English-only instruction can alienate learners from the learning process, hindering their engagement and overall success (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 and feelings This practice is recognized as a "learner-preferred strategy," highlighting its importance in effective language learning.
In 1992, Stern proposed that it might be time to reconsider the exclusive use of the target language (TL) in language teaching, as current practices are primarily intralingual He emphasized that learners often rely on their first language (L1) as a reference point, suggesting that it can be beneficial for them to navigate the second language (L2) by connecting it to their L1 Additionally, Stern highlighted that many students expressed negative views regarding the sole focus on the TL in their learning experiences.
Atkinson (1987) highlighted that using the mother tongue through translation techniques is a favored learning strategy among many learners This perspective is supported by Danchev (1982), as referenced by Christine Manara (2007), who emphasized that translation is a natural occurrence and an essential aspect of acquiring a second language, 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), as 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 essential for effective second language (L2) learning Additionally, this approach considers students' sociocultural backgrounds, integrates their life experiences, and supports the development of a learner-centered curriculum.
L1 can serve as a valuable tool for cognitive development in language learning According to Vygotsky (1986), it aids students in understanding the structures and meanings of L2 texts When learners engage in discussions using their mother tongue, they offer each other "scaffolded help," enhancing their comprehension Upton and Lee-Thompson (2001) highlight that L1 not only functions as a translation strategy but also creates a cognitive space that facilitates better understanding of L2 reading materials.
Teaching exclusively in the target language (TL) offers certain advantages; however, it does not ensure effective learning for all students (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 teachers' attitudes, and those exploring the perspectives of both language 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 believe that Spanish should be incorporated into English classes Additionally, 86% of students reported that their first language (L1) helps them feel "less lost" in their learning process The researcher, Schweers, concluded that the pedagogical and emotional advantages of using L1 in the classroom warrant its careful and limited application.
A significant study by Burden (2001) examined the necessity of using Japanese in English classes, revealing a consensus among teachers and students on the importance of incorporating the first language (L1) in second language (L2) instruction Both groups agreed that utilizing L1 was acceptable for explaining new vocabulary, giving instructions, teaching grammar, and checking comprehension Burden highlighted the importance of occasionally including L1 in L2 classes to address learners' psychological needs, ensuring that their mother tongue is not viewed as inferior to the target language.
A study by Al-Nofaie (2010) explored the attitudes of Saudi teachers and students regarding the use of Arabic as a supportive learning tool in English classrooms The results revealed that both teachers and students held positive views on the limited and careful use of Arabic in English as a Foreign Language (EFL) classes They recognized that while Arabic could be beneficial for giving exam instructions, translating new vocabulary, and comparing English with Arabic, excessive reliance on it could negatively impact their learning experience.
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 enhances the teaching and learning experience rather than hindering it Educators recognize the benefits of utilizing L1 for clarifying complex grammatical rules, explaining challenging vocabulary, and practicing new phrases and expressions As Tang noted, a "limited and judicious use of the mother tongue in EFL classes does not diminish students' exposure to English; instead, it can support 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, as well as enhancing overall comprehension The findings suggest that utilizing L1 at the university level can save time and boost student motivation.
Research in Vietnam's educational institutions, including high schools and universities, reveals varied attitudes towards the use of Vietnamese (L1) in English as a Foreign Language (EFL) classrooms A study by Kieu Hang Kim Anh (2010) indicates that while Vietnamese can play a beneficial role in certain contexts, it should not be excessively relied upon Similarly, 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) research at May School English Center in Hanoi emphasizes that while teachers often strive to limit L1 usage, it remains a necessary tool when both instructors and students share the same native language.
1.4.2.Amount of code-switching use
Studies indicate significant variability in code-switching within EFL classrooms across different contexts For example, Turnbull (2001; Turnbull & Arnett, 2002) found that L1 (English) usage among four French teachers in Canadian secondary schools ranged from 28% to 78% Similarly, Kim & Elder (2005, cited in Vu Thi Thu Trang, 2016) reported that seven native-speaking teachers of Japanese, Korean, German, and French in New Zealand used students' L1 (English) between 12% and 77% In South Korea, Liu et al (2004) observed that thirteen high school English teachers utilized L1 (Korean) from 10% to 90% in their lessons.
In Vietnam, Vu Thi Thu Trang (2016) found that the use of the mother tongue by teachers in the classroom varies based on student age, lesson type, and lesson stages, with an emphasis on maximizing English exposure for students Through group interviews with five female teachers and ten observations at May School English Center, her research indicated that Vietnamese was used between 20 percent and 91 percent 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 both teachers and students utilize their mother tongue Atkinson (1987) emphasizes the significant role of the first language (L1) as a valuable classroom resource, offering comprehensive 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 incorporating the mother tongue in educational settings, including the negotiation of syllabi and lessons, effective record keeping, and efficient classroom management Additionally, it aids in scene setting, language analysis, and the presentation of governing rules The use of the mother tongue also facilitates the understanding of phonology, morphology, and spelling, promotes discussions on cross-cultural issues, provides clear instructions, explains errors, and assesses comprehension effectively.
In Vietnam, Kieu Hang Kim Anh identified three primary reasons why teachers utilize their mother tongue in the classroom: 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 indicates that Vietnamese is a valuable resource in teaching, particularly for explaining complex grammar, defining new vocabulary, and clarifying abstract concepts This use not only boosts teachers' confidence but also enhances student comprehension Similarly, Vu Thi Thu Trang's 2016 study identifies key scenarios where teachers utilize their mother tongue, such as clarifying grammar points in advanced classes, explaining 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
The study was conducted in two high schools located in rural towns of Thanh Hoa province, specifically in Ngoc Lac and Lam Son The Ngoc Lac school, established in 1999, has 1,100 students and six English teachers, while the Lam Son school, founded in 1977, has 1,150 students and four English teachers Most students exhibit low to medium English proficiency and lack motivation to study the language diligently, primarily viewing it as a compulsory subject Their limited motivation is largely attributed to the National High School graduation examination, which consists of 50 multiple-choice questions, allowing students to achieve the minimum passing score of 1.5 points without serious study.
The study involved six English teachers, comprising two males and four females, each with a minimum of six years of teaching experience at a rural high school Additionally, 100 Vietnamese students participated, all of whom have been learning English for five to ten years.
Data collection instruments and procedure
In a study focused on teachers' code-switching in English as a Foreign Language (EFL) classrooms, the researcher observed six classes from grades 10 to 12 over 45 minutes each at two high schools This observation aimed to gather insights into the practice of code-switching among teachers in these educational settings.
In a study involving 18 observations, the researcher acted as a non-participant observer, documenting classroom interactions from a corner of the room The primary aim was to analyze the contexts in which teachers and students frequently employed Vietnamese during English lessons This examination informed the development of questions for subsequent questionnaires and interviews, ultimately assessing the advantages and disadvantages of code-switching in English as a Foreign Language (EFL) classrooms.
The study utilized questionnaires comprising 11 questions, including 3 open-ended and 8 multiple-choice items, to gather data from students To ensure clarity and accuracy in responses, the questionnaire was presented in Vietnamese A total of 100 students participated, providing valuable insights into their attitudes towards code-switching in English as a Foreign Language (EFL) classrooms.
The questionnaire consisted of two sections: the first gathered individual participant information, including name, age, gender, and educational background The second section included questions designed to capture participants' thoughts 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 in educational settings Initially, the frequency and contexts of code-switching were identified through summarized observations from written notes and recordings Next, the questionnaire data was organized to reflect students' general attitudes towards code-switching Additionally, interviews provided insights into teachers' perspectives and their rationale for using code-switching Finally, the research compared these findings to assess 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 analyze the duration of teacher talk in both English and Vietnamese Notably, class 11C1 exhibited the highest usage of English, while the level of code-switching remained relatively consistent across the other five classes.
Chart 1 indicates that class 11C1 exhibited the lowest rate of code-switching, with only 84.4 percent during six observed English lessons, totaling approximately 7 minutes of teacher talk in English Recognized as the gifted class at Le Lai High School, 11C1 comprises many intelligent students with the highest English proficiency, which allows the teacher to communicate predominantly in English.
To enhance communicative skills, it is essential to use English as much as possible during writing lessons, minimizing the need for code-switching to translate new structures, questions, and answers into the mother tongue.
In grade 11, the class 11C5 struggled with English, perceiving it as one of the most challenging subjects This class exhibited a code-switching rate similar to the gifted grade 10 class 10B1, with 6.6% of the lesson in English and 93.4% in code-switching The lack of proficiency among 11C5 students necessitated frequent code-switching by the teacher during reading lessons to facilitate comprehension of new vocabulary and texts While teachers generally aimed to use English extensively in class, the instructor for 10B1 predominantly used Vietnamese, despite the students' ability to understand more English.
The English proficiency of the 10B2 class was lower compared to 11C1 and 10B1, yet their code-switching rate was slightly higher than that of 11C1, reaching 90% during listening lessons To enhance students' interest in learning English and improve their communicative skills, the teacher focused on conducting lessons in English and minimized the use of Vietnamese unless absolutely necessary.
Class 10B4 demonstrated an English proficiency level comparable to that of 11C5, yet they utilized less code-switching, achieving a 91.2% rate During the observed speaking lesson, which featured straightforward content, the teacher effectively used English for a total of 4 minutes to provide reading samples and facilitate student practice Unlike other instructors, she primarily taught in English and minimized translations into Vietnamese, opting instead to explain concepts in the students' native language.
The last class was 12A3, the students of this class was good at social
In an EFL lesson focusing on subjects like literature, history, and geography, English was utilized for approximately three minutes to teach vocabulary, check answers, and construct simple sentences The instructor employed a significant amount of code-switching, reaching 93%, due to her habitual use and the students' limited proficiency in English.
In summary, the frequency of code-switching across six classes in all three grades averaged an impressive 91 percent, with class 11C1 exhibiting the lowest rate The data indicates that the proportion of code-switching was relatively consistent among the rural high schools, with only one or two classes showing notable differences.
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 various situations and frequencies of code-switching among teachers in six observed EFL classrooms Notably, code-switching occurred in all classes, though the contexts and frequency of its use varied significantly.
In the reading lesson, the teacher primarily utilized code-switching to convey the meanings of new vocabulary and to 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 complex ideas can be challenging for students to grasp Code-switching was also employed to translate difficult reading passages, ensuring that students comprehended the main content, especially when time permitted Additionally, the teacher fostered a relaxed and supportive classroom atmosphere by incorporating humor, which helped alleviate student stress.
In a study on English as a Foreign Language (EFL) lessons, teachers utilized code-switching to enhance comprehension among rural students with limited English proficiency While the teachers primarily conducted the lessons in English, they translated complex questions and encouraged students to respond in English To assess reading comprehension, weaker students were prompted to answer questions, while stronger students summarized reading passages in Vietnamese The findings revealed that code-switching significantly aided in engaging students and fostering interest in learning English, highlighting its crucial role in effective teaching strategies.
In the speaking lesson, the teacher maximized the use of English by greeting students, asking questions, confirming answers, correcting mistakes, managing the class, and giving compliments She encouraged students to practice English more frequently and to repeat challenging or new words Code-switching was employed primarily for warming up and providing instructions, especially for students with lower English proficiency, as well as translating certain sentences Additionally, the teacher used code-switching to offer suggestions and encouragement to shy or weaker students Ultimately, the researcher observed that students improved their speaking skills when code-switching was used in appropriate contexts.
In the listening lesson, the teacher effectively utilized code-switching to facilitate student comprehension by explaining new vocabulary and complex grammar structures She translated challenging questions and answers, provided 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 recordings To enhance this challenging skill, teachers should effectively incorporate code-switching, making the learning experience more engaging and enjoyable.
In the writing lesson, code-switching was essential for providing instructions and explaining new vocabulary and grammar in Vietnamese The class demonstrated a strong proficiency in English, allowing the teacher to primarily communicate in English during various activities, including greetings, warm-ups, and class management Despite this, the teacher occasionally switched to Vietnamese to assess students' writing, helping them identify their strengths and weaknesses Interestingly, the 11C1 class exhibited the least amount of code-switching, attributed to the students' similar English levels and the teacher's established teaching habits.
Discussion
This section outlines the research findings obtained from three data collection methods: questionnaires, interviews, and classroom observations The results are presented and analyzed in relation to the four research questions established 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 as data collection methods Results indicate that code-switching is prevalent in rural high schools, primarily due to students' low proficiency levels Both teachers and students acknowledged that the frequency of code-switching varies based on students' abilities and lesson types, yet common scenarios necessitate its use to enhance comprehension The research revealed that teachers typically engage in code-switching between 50% to 93% of the time, with an increase observed when students face significant challenges in understanding difficult lessons.
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 100% of participating teachers supported the use of code-switching in English classes, emphasizing its positive impact on students' comprehension and the creation of a comfortable learning environment The teachers identified several benefits of code-switching, including improvements in grammar, vocabulary, pronunciation, and the four essential language skills: reading, speaking, listening, and writing Additionally, all teachers expressed satisfaction with their frequency of code-switching, noting that it not only enhances students' learning but also boosts their confidence and comfort in English lessons.
While acknowledging the significant benefits of code-switching, educators expressed a desire to reduce its frequency in higher-level English classes to enhance students' listening and speaking skills They emphasized the importance of encouraging students to use English as much as possible When questioned about their preferred code-switching frequency, they indicated a range of 70% to 90%, depending on the specific level of each English 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
A study involving 36 high school students revealed that the majority viewed code-switching as essential for effective learning in English classes They believed that without code-switching, mastering the language would be challenging Conversely, a minority of students disagreed, suggesting that increased use of English could enhance their interest in learning and foster an immersive English communication environment.
The frequency of code-switching among teachers varies based on the class level and lesson type While students expressed satisfaction with the amount of code-switching during English lessons, they encouraged their teachers to use English more often in simpler contexts to enhance motivation for learning the language.
Students often acknowledge their limited vocabulary, with some not having studied this subject in secondary school, making code-switching a vital strategy in challenging situations within EFL classrooms.
3.2.4 Are there any differences between students’ and teachers’ attitudes towards code-switching?
The findings from interviews and questionnaires indicate that both teachers and students have a favorable view of code-switching in EFL classrooms Participants emphasized its positive impact on students' comprehension of English and its role in alleviating stress during lessons In rural settings, all teachers acknowledged the benefits of code-switching, as they understood their students' needs and proficiency levels While only 12% of students believed that an exclusively English-speaking environment would be ideal, all students expressed satisfaction with the frequency of their teachers' code-switching in the classroom.
A study revealed that 37% of students reported having a limited vocabulary and poor listening skills, resulting in only 3% of students fully comprehending their teachers' English instructions Both teachers and students acknowledged the importance of maximizing English usage in the classroom, agreeing 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 through classroom observations, interviews, and questionnaires The researcher observed six classes across two high schools, taking detailed notes and utilizing a checklist Subsequently, six teachers were interviewed to assess their attitudes towards code-switching and its frequency in English instruction Additionally, questionnaires were distributed to one hundred students to evaluate their perceptions of code-switching and the frequency of teachers’ usage in lessons The collected data was analyzed 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 Given the students' low English proficiency and limited vocabulary, code-switching occurred frequently Participants viewed it as a valuable tool to enhance learning when language barriers arose While they 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.
Code-switching was prevalent among teachers in rural high school English classrooms, though its frequency varied across different classes Teachers reported using code-switching between 50 percent and 90 percent of the time, while students estimated it to be between 30 percent and 95 percent.
39 six observed classes, the average amount of code-switching was 84 percent to
A study revealed that 93 percent of participants engage in code-switching, although its frequency varies based on class levels and lesson types While teachers and students did not provide identical responses, both groups agreed that code-switching enhanced the effectiveness of English teaching and learning Additionally, students expressed satisfaction with their teachers' use of code-switching, indicating a strong alignment in attitudes between students and teachers regarding this practice.
This study emphasizes that code-switching between languages is an essential practice in rural educational settings, particularly when both teachers and students share a common mother tongue and students struggle with English proficiency Consequently, both educators and learners express a favorable attitude towards code-switching, often preferring to utilize it in relevant situations.
The effectiveness of code-switching in English learning and teaching should be tailored to the specific dynamics of each class and lesson This approach can enhance the educational experience in various contexts, including giving instructions, defining new vocabulary, explaining grammar, clarifying complex concepts, facilitating Q&A sessions, 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