Code Switching in English as Foreign Language Instruction Practiced by the English Lecturers at Universities

Mujiono, Mujiono; Poedjosoedarmo, Soepomo; Subroto, Edi; Wiratno, Tri

doi:10.5296/ijl.v5i2.3561

Cited by 24 publications

(32 citation statements)

References 13 publications

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“…The findings of this study are also in accordance with the viewpoints of Johansson (2013), and Mujiono, Poedjosoedarmo, Subroto and Wiratno (2013) who examined and reported the main reasons for which teachers used code-switching in EFL classrooms as part of their regular instruction.…”

Section: Discussionsupporting

confidence: 79%

A Study of Iranian EFL University Lecturers’ Practice of Code Switching in English as Foreign Language Instruction

Shabani

Jamnani²,

Heidar³

2016

JSE

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This study aimed at investigating where and the purposes for which code-switching is used by Iranian EFL lecturers in universities as foreign languageinstruction.The data of this study were gathered from two sources: six EFL university lecturers from three local universities where they taught English as EFL instruction.Theywere interviewed individually regarding the use of code-switching in their classrooms in order to reveal their purposes of using this strategy as well as their participants' understandings of code-switching as a language teaching strategy. The interviews took 30-40 minutes each. The interviews were finally transcribed and the main themes were coded to answer the research questions; the second group of participants was students as native speakers of Persian. Ninety undergraduates from the three universities were randomly chosen from among those students majoring in TEFL. They were majoring in the first grade of the academic program. To this end, an eleven-item questionnaire was given to them to elicit their responses for the contexts and the reasons for which code-switching was preferred.The data from interview with EFL lecturers as well ISSN 2162-6952 2016 www.macrothink.org/jse 96 those of the students' responses were analyzed qualitatively and quantitatively using SPSS, respectively, to determine where and for what purposes codes-switching were applied or practiced in EFL classrooms. The findings of the study indicated that their code-switching habits were connected to what was being taught. Their code-switching had to do with efficiency in their teaching and how to make it easier for the students to understand what they were teaching. Journal of Studies in Education

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Section: Discussionsupporting

confidence: 79%

A Study of Iranian EFL University Lecturers’ Practice of Code Switching in English as Foreign Language Instruction

Shabani

Jamnani²,

Heidar³

2016

JSE

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“…In respond to teacher or peers, students also used code-switching as an effort to bridge the feeling or the message. According to Mujiono, Poedjosoedarmo, Subroto & Wiratno (2013) classroom members tend to code-switch based on their feeling. On the finding, students responded to teacher by using Indonesian because teacher expressed herself by using Indonesian and it also applied among peers.…”

Section: Because Sometimes When I'm Nervous When I Do the Presentatiomentioning

confidence: 99%

Code-Switching in Efl Classroom: Is It Good or Bad?

Nurhamidah

Fauziati

Supriyadi

2018

JEE

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Code-switching has been an evolving topic since the bilingualism blooming in linguistics milieu. However, practitioners or experts have contrastive views regarding its use in classroom setting. While the proponents believe that the presence of code-switching in one side is considered as an asset to teach language, the opponents see it is as merely an obstacle to achieve learning goal that is to acquire target language. Code-switching serves many functions for both teacher and students yet it is still employed. Despite the pro and cons of the code-switching, this research aims to show the perspective of both teacher and students towards code-switching and functions it serve in EFL classroom setting. This research used qualitative descriptive approach and the data were taken from the informants of English department in one of university in Surakarta to explore whether the use of code-switching in EFL classroom was seen as beneficial tool. It begins by the general view of EFL use in everyday classroom. This current study found that code-switching was preserved as benefits as it served some functions for teacher to convey material and for students to received material and communicate in classroom.

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“…The use of code switching by young learners was the next popular strategy in this study with the average frequency of 10.16. Trousdale (2010) implies code switching as a situation where the speaker alternates two codes in the same speech toward the interlocutors who have the similar languages (cited in Mujiono et al, 2013). This strategy involves stretches of utterance which range from single words to whole chunks and even complete turns (Dornyei & Scott, 1997 as cited in Yarahmadzehi & Samani, 2014).…”

Section: Notesmentioning

confidence: 99%

Types of Communication Strategies Used by Young Learners in Efl Classrooms

N.L.T.¹,

Gede²,

P.N.W³

2018

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The learner's proficiency level in communication using English as a foreign language was indicated by their capability to make use of strategies to communicate both in written as well as spoken forms. This qualitative study focused on finding out (i) the types of communication strategies used by the students in EFL classrooms at SMP Negeri 4 Singaraja, and (ii) the students' reasons towards the use of their communication strategies. The data were obtained from observation and focus group discussion. All data were analysed descriptively. The results of the study indicated that numerous types of strategies were used by the students when communicating in the classroom. They are the use of fillers, self-repetition, code switching, appeal for help, selfrepair, asking for confirmation, massage abandonment, omission, approximation, and literal translation. Various types of reasons were expressed by the students toward the use of communication strategies such as thinking time, anxiety, and proficiency level.

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Code Switching in English as Foreign Language Instruction Practiced by the English Lecturers at Universities

Cited by 24 publications

References 13 publications

A Study of Iranian EFL University Lecturers’ Practice of Code Switching in English as Foreign Language Instruction

A Study of Iranian EFL University Lecturers’ Practice of Code Switching in English as Foreign Language Instruction

Code-Switching in Efl Classroom: Is It Good or Bad?

Types of Communication Strategies Used by Young Learners in Efl Classrooms

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