It's an assiegnemntEffects of Teachers’ Code-Switching in EFL Classrooms

1. Effects of Teachers’ Code-
Switching in EFL
Classrooms
Presented by;
Muhammad Saleem
M .Phil English Linguistics
Date:

2. Research Questions
 What is the effect of code switching in
EFL/ESL classroom?
 What is the level of use of code switching of
EFL/ESL teachers at college level?

3.  What is the effect of gender of EFL/ESL
teacher in the use of code-switching on
EFL/ESL classroom?

4. Objectives/Hypothesis of the study
This study is conducted to:
 Measure the effect of code switching in
EFL/ESL classroom
 Calculate the level of use of code
switching of EFL/ESL teachers at
college level.

5.  Examine the effect of gender of EFL/ESL
teacher in the use of code-switching on
EFL/ESL classroom.

6. Justification of the Study
Many researches have been conducted on code switching
in the classroom. However, this research focused on the
elements of the code switching performed by two teachers and
learners in the English as a foreign language classroom. This
research was recently conducted by (Nikoopour & Esfandiari,
2017)in the ESL classroom. In view of the results, they ensured
the reaction of the learners to the change of the teachers' code
in the classroom. Learners said they saw the use of code
switching in the classroom for the sake of learning, so to speak.
They needed some restrictions on the use of code switching by
the teacher in the classroom.

7.  The elements of the code switching, which are dependent on
the differentiation of the learners during the training meeting,
have been modified. Most of the learners saw the teacher's
ability to switch codes to help them feel safe and comfortable.
Different skills emerged from the research: giving directions,
giving inputs, checking understanding, clarifying new words,
clarifying punctuation, clarifying contrasts between first and
second languages, and talking about assignments, tests, and
exams. Part of those skills identified with this research, but
diversity in the research that was only sought from the student's
point of view.

8. … continued
This research gives the teacher space to
examine the skills they have used in the
classroom. This research would recommend a
more diverse social base for future
disclosures. By looking at the possibility of
using English and the nearby language during
the learning and teaching process, this
research was able to achieve a new level of
code shifting and generate other research
with different cultural attitudes.

9. Literature Review
During the process of learning and teaching
English as a foreign language, it is inevitable
that teachers and students worry about various
cases including the use of L1. This reseach will
quickly identify problems in the classroom,
especially when changing code. The code
switching happened and turned out to be wrong
considering what it is doing in the educational
environment, positive or negative.

10.  In some ways, it is accepted that code
switching is a great help for teachers and
students to achieve the learning goal, while
using code switching is a hindrance for some.
Moore (2010) states that the use of L1 in the
classroom has so far been seen as an attempt
and is expected to be used less to avoid such
a mixture of languages. In terms of using L1,
you need to know which view is being
captured.

11. …. Continued
The situation of teachers or trainers should be
ruled out, as they have a duty to teach pupils
how to be both on site and on the outside
(Clement & Murugavel, 2015). The duty of the
teacher is deeply anticipated, while the ability to
teach during English lessons is probably
unthinkable in reality (Bukhari, 2015).

12. During the education and learning process,
some activities are essential to carry out the
methodology, but the code switching can serve as a
direction (Izadi, & Nowrouzi, 2016). This is important
because some methods are difficult to understand.
The classroom blackboard is extremely essential for
teachers to maintain control of the classroom and
spend more time clarifying material (Lemperou,
Chostelidou & Griva, 2011). During the learning and
teaching process, interruptions such as noisy or
disorganized students should be monitored and
teachers can give a clearer warning in L1 than in L2.

13. The ultimate code modification skill is a
learning method. This work is exceptionally long
because in class the teacher may find that the
students do not understand the material. To
simplify the education and learning process, the
teacher can use the code switch as a device to
facilitate the transport of equipment (Ghanizadeh
& Moafian, 2009)

14. Study Design
The research was quantitative in its approach. So,
Survey research design was used for original
data collection.

15. Estimated Population of the study
Population of this study were the teachers and students
of colleges of Bahawalpur and teachers and students of
the Islamia university of Bahawalpur.

16. Sample Selection Criteria
Samples were chosen through simple random
sampling technique.

17. Sampling
 The research was carried out in four colleges of
Bahawalpur the English department of a
university in Bahawalpur . Data was collected
from 60 teachers and 450 learners.

18. Research Tools
Questionnaire was used as a research
tool.

19. Preparation of Instrument
Questionnaire was formulated for data collection.
Statements were prepared accordingly. The
questionnaire was basically modified version of
Chowdhury, N. (2012).

20. Results
 Respondents 'responses show that teachers'
code changes have a greater impact on language
learning. The code-changing functions opened up
opportunities for students and teachers to be
recruited in the EFL classroom.
 The majority of people were of the view that they
could become more proficient in English if the
teacher - speaks entirely in English / switches
codes frequently.
 44.2% of the participants agreed that teaching in
Urdu and English increases chance in passing
the examination.

21.  46.2 % participants strongly agreed that mixing
Urdu and English makes them feel more
comfortable and confident in classrooms
 The student’s responses showed that Usage of
English allows me to express the ideas that I
can’t express in Urdu.

22. Recommendations for future
Research
In view of the conclusions of this study, it is indicated
that the usage of Urdu is sometimes required when
using English with a pedagogical objective. Moreover, it
is predicted that students can strengthen their trust
through the approach to communicate meaning in
interaction, by allowing them to switch language.
Moreover, it should not be employed apparently in the
use of CS lecturers because it confuses pupils when
comprehending the content.
Some other aspects of CS functions should be
examined for further study (code switching). In this
scenario, it is important to know the student's
perceptions of the usage of CS in EFL classrooms, if
the students are working on CS and what the
participants used to do.

23. The impact of code switching in writing style of the
students may also be investigated in future.

24. Thank you