Code-Switching in EFL Classrooms: Students’ and Teachers’ Attitudes in the Mekong Delta, Vietnam
DOI:
https://doi.org/10.54855/ijli.25447Keywords:
attitudes, code-switching, EFL classrooms, functionsAbstract
This study investigated the attitudes of EFL students and teachers toward code-switching in EFL classrooms. Participants included 60 English majors and 10 EFL teachers from schools in the Mekong Delta, Vietnam. The research gathered data through questionnaires and semi-structured interviews. The conclusions indicated that participants had positive attitudes toward code-switching. Students acknowledged that code-switching not only aids in addressing English competence and communicative problems but also sparks interest, confidence, and motivation in language learning. Teachers asserted that code-switching increases the effectiveness of EFL classrooms; however, some expressed feelings of shame and unprofessionalism. The functions of student code-switching were to maintain the discourse, engage and communicate with classmates, and prevent miscommunications. Providing understanding of lesson content, manipulating classrooms, and strengthening classroom relationships were functions of teacher code-switching. The study has implications for instructors and students in EFL contexts and is a valuable resource for further research on code-switching.
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