Vol 12, Issue 3, (2023) E-ISSN: 2226-6348

Investigating Teachers’ Use of Code-Switching

for Low-Proficiency Students in ESL Language
Classrooms: From the Lens of the Students
Aiman Hanani Shahidan, Syahreena Mohd Shahrom
Faculty of Education, Universiti Teknologi MARA, UiTM Cawangan Selangor, Kampus Puncak
Alam, Selangor, Malaysia

To Link this Article: http://dx.doi.org/10.6007/IJARPED/v12-i3/19213 DOI:10.6007/IJARPED/v12-i3/19213

Published Online: 27 October, 2023

Abstract
This study aimed to identify the low-proficiency students’ perceptions towards the use of
code-switching in ESL language classrooms. 65 low-proficiency students from SMK Seksyen 7
in Shah Alam, Selangor participated in this study. This study employs a quantitative research
design. The data were collected through the 24-item adapted questionnaire. Then, the
frequency analysis via IBM SPSS Statistics Version 26 was performed to examine the students’
responses. The finding revealed that the practice of code-switching is widely used by teachers
to explain the meaning of words to their students, while students had positively viewed the
use of code-switching in ESL learning where code-switching was believed to be a beneficial
tool during the lessons. Therefore, the finding may be useful to enlighten policymakers,
teachers, and researchers on the issues that are related to the use of code-switching in ESL
classrooms.
Keywords: Code-Switching, ESL Language Classrooms, Proficiency, Perception, Motivation

Introduction
The term ‘code-switching’ is the practice of concurrently switching between two languages
(Nordquist, 2019). In an ESL context, the practice would often occur in the productive skills
(speaking and writing) more than the receptive skills (reading and listening) of the speakers.
That said, code-switching is most likely practiced by bilingual speakers. In the past, code-
switching in the sociolinguistic field was a prominent focus of scientific research, and it has
recently again risen in popularity. It has become a significant subject to study, particularly its
use in society and education. Code-switching is deemed inevitable since it is inextricably
linked to the linguistic variety in a group of individuals that mixes the language to produce a
language that they can comprehend. For instance, when a speaker that speaks language A
communicates with the speaker that speaks language B, both parties will inevitably develop
code-switching in their speech. Depending on the angle from which each researcher
approached their research, code flipping has been defined in various ways. According to
Brown (2000:67), code-switching is incorporating words, sentences, or even longer sections
of one language into the other. Adding to that, Valdes-Fallis (in Magid and Mugaddam, 2013)
concluded that code-switching is the switching between two languages at the word, phrase,
clause, and sentence levels. Additionally, code flipping was defined by Gumperz (in Gulzar,
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2010) as the juxtaposition of speech passages from two separate grammar systems or sub-
systems within the same speech exchange. Meanwhile, according to Skiba (in Moghadam et
al., 2012), code-switching is the communicative exchange between speakers of two different
language codes. Simply put, code-switching is the transition from one language to another
during a spoken phrase. It is seen as the alternate use of the first language and the target
language in the world of communication in the setting of an ESL classroom.
Teachers frequently integrate the two languages during teaching and learning, especially in
ESL classrooms. During the lesson, they substitute words, phrases, or sentences from the
native language for those in the target language. They do it as an alternative way to speak
two or more languages. Code-switching is the process of moving or introducing words,
phrases, or sentences from one language into another. As Mahootian (2006: 511) described,
code-switching is a linguistic phenomenon that frequently occurs in bilingual and multilingual
speech groups. It could consist of only one word, phrase, or multiple words. In foreign
language classes, code-switching, or the switching between languages, is a common
occurrence. Further research in all sectors and domains is required because code-switching
has become an intriguing topic. According to Zentella (1985), speakers may use code-
switching to ‘mask’ their fluency or memory issues in their second language. This is most likely
to happen when a speaker is speaking in his second language and unexpectedly fails to recall
certain words in the middle of the speech, which results him switching the speech to the
native language to continue the conversation. This scenario is not a strange occurrence.
Instead, it could be witnessed in almost every ESL classroom when the teachers or students
spontaneously utilize it, especially among the low proficiency learners. Using The Common
European Framework of Reference for Languages (CEFR) as an indicator of student’s
proficiency level, low-proficiency students would be designated in the A1 and A2 of CEFR’s
level. A1 and A2 learners are categorized as young learners who can communicate in basic
daily conversation. For instance, asking for what they want in a foreign grocery shop. In
Malaysia, these learners are comprised not only of young learners but also of young adults,
usually incorporated from 17 to 25 years old.

Problem Statement
Reexamining the existing studies on the teachers' and students' belief towards the use of
code-switching in the ESL classroom, the majority of the studies concluded that the subjects
perceived that the practice of code-switching provided them with a more meaningful and
comprehensible lesson compared to the lesson with the full English as a medium of
communication. As mentioned in Ab Razak & M. Shah’s (2020) study on the student’s belief
in the use of code-switching in the ESL classroom, the findings showed that the students
perceived the lesson with the code-switching as more enjoyable and comprehensible as well
as encouraging their motivation and confidence in learning English as a second language. In
agreement with that, the findings of the study conducted by Ja’afar & Maarof (2016) on
teachers’ belief of code-switching in the ESL classroom concluded that the teacher found
code-switching as a facilitator in their teaching mainly in explaining difficult words and
meanings, making relevant interpretations, illustrating grammar rules, and generally ease the
process of organizing and managing the classroom. The concern is, to what degree are the
claims sure to be true? Rising motivation does not ensure the students’ fluency in utilizing the
language. A student could be eager to learn the rules of prepositions in his first language and
achieve everything theoretically right, yet still, be unable to correctly construct the
prepositions in his speech because he could not make up the sentence in the targeted

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language as he was supposed to. This scenario alone proved that using code-switching harms
students' productive skills and possibly results in poor academic performance. Students could
claim that they enjoy the English lesson in their first language more than usual because it is
taught in a language they can understand.
Still, it is undeniable that their academic results will eventually provide a clear indicator of
their ‘enjoyment’. The same concern goes for the claims made by the teachers in the study’s
findings. Is the use of code-switching solely for the purpose of facilitating their teaching? If
yes, how is that helping to ensure students’ meaningful learning? These claims can be seen
as a ‘mask’ to conceal the ‘leap’ the teachers made to skip the complex process of delivering
the lesson in the full targeted language. Teachers might find code-switching convenient and
proceed to overuse it for their ease of the lesson. Hence, finding out the impact of code-
switching in an ESL classroom specifically for low proficiency learners and their perceptions
towards it is necessary to see whether the practice should be given a pass or ‘smash’.

Aims and Research Questions

The primary research objectives of this study are to investigate teachers’ practice of code-
switching in a few low-proficiency students’ ESL language classrooms, to identify the possible
challenges students faced throughout the practice of code-switching by the teacher in a few
low-proficiency students’ ESL language classrooms and to identify the perceptions of the low-
proficiency students towards the use of code-switching by the teachers. Specifically, the
research seeks to find the answers to the proposed research questions as follow;
1. What are the practices of code-switching is done by the teachers in a few low-
proficiency students’ ESL language classrooms?
2. What are the possible challenges students faced throughout the practice of code-
switching by the teacher in a few low-proficiency students’ ESL language classrooms?
Factors that lead to code switch
3. What are the perceptions of the low-proficiency students towards the use of code-
switching by the teachers? What are the practical implications?

Methodology
Based on the stated objectives, this research operates as quantitative research. Chua (2020)
associates quantitative research with numerical data and accuracy. This statement is
equivalent to this study as the measure of central tendency will later be collected numerically
to enable the researcher to calculate the average mean acquired by the sample, thereby
making inferences based on the final data collected. A total of 65 respondents from low
proficiency classes responded to the questionnaire adapted from Ab Razak & Pariah (2020)
study on the students’ belief in the use of code-switching in the ESL classrooms.

Findings
The study investigated the practice of code-switching, the identification of the possible
challenges and perceptions of the low-proficiency students on the use of code-switching in
ESL language classrooms. The results showed that the use of code-switching had a favorable
opinion for English language teaching. Discussions are arranged based on the flow of the
research questions proposed;

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How is the practice of code-switching done by the teachers in a few low-proficiency

students’ ESL language classrooms?
The findings stated that the practice of code-switching done by the teachers in the selected
ESL language classrooms is mostly done to explain the meaning of English words to the
students. 30 of the 65 willing participants in the questionnaire who agreed to participate said
their teacher frequently employs code-switching to explain instructions in the classroom,
which accounts for 46.2% of the total. Comparatively, 24 respondents representing 36.9% of
the overall number, said their teacher rarely uses code-switching for that purpose. A total of
7 respondents, or 10.8% of the sample, agreed that their teacher always uses code-switching
to clarify instructions in their ESL language classes, whereas 4 respondents, or 6.2%, answered
that their teacher never used code-switching for the purpose mentioned above.

Table 1
The purposes of code-switching practices in the classroom.
% of Frequency
Item Never Rarely Often Always TOTAL
Q1. My teacher uses code-switching to explain 6.2 36.9 46.2 10.8 100
instructions.
Q2. My teacher uses code-switching to teach 7.7 43.1 38.5 10.8 100
grammar.
Q3. My teacher uses code-switching to explain 3.1 24.6 49.2 23.1 100
the meaning of words.
Q4. My teacher uses code-switching to give 7.7 44.6 36.9 10.8 100
reasons for in-class activities.
Q5. My teacher uses code-switching to check 9.2 33.8 43.1 13.8 100
my understanding.
Q6. My teacher uses code-switching to explain 10.8 32.3 41.5 15.4 100
idioms or expressions.

What are the possible challenges students faced throughout the practice of code-switching
in a few low-proficiency students’ ESL language classrooms by the teachers?
The findings indicate that most students do not encounter any problems or issues throughout
the practice of code-switching in their ESL language classrooms. According to Table 4.4.2.2's
findings, Item 1's mean score is 2.03, and its standard deviation is .809. This item's low level
of agreement indicates that some respondents believe that code-switching during English
lessons occasionally confounds them and requires clarification of what is being taught. This
indicates that most respondents did not agree with the conclusion that the practice of code-
switching in ESL language classes did not cause students to get confused about the material
being taught. The mean score for Item 2 is identical to Item 2, 2.03, with a standard deviation
of .706. This low level of agreement indicates that most students do not believe that using
codes causes the lesson to drag and go slowly. This indicates that the vast majority of
respondents rejected the statement. In contrast, item 3 had a mean score of 2.20 and a
standard deviation of .775. This finding suggests that the respondent has a low acceptance of
this statement. We can conclude that most respondents don't agree that they fully grasp a
topic until the instructor uses code-switching to explain it. With an overall average mean score
of 2.09, which falls into the low level of acceptance of the items, it can be said, generally

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speaking, from an analysis of the respondents' responses, that they do not really have any
issues with their teacher's practice of code-switching in the ESL language classrooms.

Table 4.4.2.2
The possible challenges faced by the students throughout the practice of code-switching.
Item Mean Std. Deviation
Q1. The use of Code-Switching during English lessons sometimes 2.03 .809
confuses me about what is being taught.
Q2. I think the use of Code-Switching causes the lessons to be 2.03 .706
draggy and slow.
Q3. I understand the lesson when my teacher uses code-switching 2.20 .775
to explain it but would not understand it in English.
Average 2.09 0.76

What are the perceptions of the low-proficiency students towards the use of code-switching
by the teachers?
Based on the findings, it can be concluded that the students have a stronger preference for
using code-switching than using one language as a medium of instruction. Although some
students agree that using one language is beneficial, they find it more desirable to use code-
switching as they believe that it makes a subject easier to understand and strengthens their
comprehension. The mean score for Item 1 is 3.25, with a standard deviation of .685,
according to the results in Table 4.4.3.3. A moderate percentage of respondents believe that
their teacher uses code-switching to assist their students, particularly the "weak" ones,
throughout the session, according to the item's moderate level of agreement. This means that
the majority of responders supported the statement. The mean score for Item 2 is 2.62, and
its standard deviation is .860. On the other hand, most students believed that their teacher
uses code-switching because of the teacher's poor English skills as indicated by the moderate
level of agreement. Item 3 had a mean score of 2.82 and a standard deviation of .882 on the
other hand. This finding suggests that the respondent also accepts this statement to a
moderate level. Therefore, we can conclude that most respondents concurred that the
teacher code-switched at the students' request. With a total average mean score of 2.90,
which falls into the moderate level of acceptance of the items, it can be concluded from the
analysis of the respondents' responses that they agreed with the items.

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Table 4.4.3.3
Students’ Perceptions Towards The Reasons The Teacher Uses Code-Switching in ESL
Language Classrooms
Item Mean Std. Deviation
Q1. To help their students, especially the ‘weak’ ones 3.25 .685

Q2. The teachers’ English is not proficient 2.62 .860

Q3. Because their students asked them to code-switch 2.82 .882

Average 2.90 .809

Discussions
Although the teachers in Malaysian ESL language classes frequently use code-switching,
particularly for academic purposes, there are situations when they do so unintentionally.
Although it is done unintentionally, it can be helpful in a language-learning setting. Numerous
studies have examined how often teachers use code-switching in ESL classes (Badrul &
Kamaruzaman, 2009; Dykhanova, 2015; Joanna, 2014). For the students to better
comprehend the teachings, the teachers typically use code-switching to explain difficult
words, phrases, and grammar to the class. This finding goes in line with the finding in the
study in which the teachers mainly practiced code-switching to explain words to their
students. This is consistent with a study by Tibategeza and Plessis (2018) that found that
students learned more effectively when they used the language they could understand.
Though the respondents unanimously stated that they do not have any issues with code-
switching, the students may still have linguistic challenges because English is not their first
language. Despite the widespread acceptance of code-switching in ESL classrooms, some
researchers (Prucha, 1983; Ellis, 1984; Wong-Fillmore, 1985; Chaudron, 1988), particularly
those who favor the Direct Method and the Audio-Lingual Method of teaching L2, assert that
students do not need to understand every word said in ESL classes because code-switching
interferes with the learning process (Brown, 2007). They argue that code-switching
discourages learners' natural curiosity and prevents them from learning the language outside
the classroom (Chambers, 1991; Halliwell & Jones, 1991; Macdonald, 1993; as cited in Jingxia,
2010). The quantity and quality of L2 input may be affected by how the L1 is used. The
teachers do not fully utilize the learning time in the classroom, and the students do not learn
as much as they can. This is in contrast to when teachers only speak in the target language
(Jingxia, 2010). Additionally, it is believed that code-switching during classroom instruction
may cause students to internalize incorrect L2 forms causing mistakes to become more
difficult to correct (Wong-Fillamore, 1985). Since they believe it to be the standard usage of
the language they are learning, the students could follow it without noticing their errors
(Jingxia, 2010). Code-switching is, therefore, only permitted in second-language classrooms
under the strict supervision of the teachers.
Looking into the students’ perceptions, it can be inferred from the study's results that
students' perceptions regarding the usage of code-switching in ESL classes were positive. The
fact that the students thought code-switching could help them during English courses shows
that they held this belief. The results of this study agreed with studies by Joanna (2014),

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Adibah (2016), and Nurhamidah et al. (2018), who also found that code-switching could be
helpful for students learning English as a second language. The students also agreed that the
lessons would be more engaging and understandable if code-switching were implemented.
Additionally, they were more self-assured and eager to learn in the class that uses code-
switching as opposed to an English-only medium. These positive reactions suggested that
code-switching offered second-language learners a welcoming linguistic environment. These
results in relation to the affective supports were consistent with those from studies by Joanna
(2014), Mazlin (2015), and Memon et al. (2016). Code-switching helps students with
emotional barriers like fear, anxiety, and demotivation. The reduction of students' emotive
filters, according to Krashen’s Affective Filter Hypothesis (1985), can guarantee the
effectiveness of language learning. In ESL classes, teachers also use code-switching, repeating
words and instructions in the student's native tongue, to clarify meaning.
However, because the students know that the instruction will be in their L1, they may need
more motivation to study the target language, which could negatively impact their English
competence level. In contrast, students in ESL classes use code-switching to aid their
understanding of the lesson. Students can use code-switching as one of their languages
approaches to close the gap and guarantee successful learning. Numerous research have
been conducted to determine how students view and believe about code-switching (Debreli
& Oyman, 2016; Adibah, 2016; Nurhamidah et al., 2018). In addition, Malaysian students
frequently speak many languages. Therefore, it is common for individuals to bring their L1
learning and past knowledge to help them with their L2 study. In order to converse more
comfortably with one another, the kids also use code-switching when speaking with their
peers. However, since many students today are learning English instead of studying in English,
the reliance on L1 should be kept to a minimum. This is concerning since it will have a
detrimental impact on their English skills, ultimately hindering their employment or
performance in the future.

Recommendations
Overall, this study showed that students in Malaysian ESL classrooms had a favorable opinion
on code-switching, which should be accepted as one of the learning methodologies for the
target language. Thus, the study has recommended several repercussions to different parties
involved in the field of education. First and foremost, language officials should consider the
findings of this study when developing language policies. It is because most students believed
that code-switching enhances ESL lessons. The English-only policy ought to be reevaluated in
light of the various needs of the students. The analyzed curriculum may likely have more
positive effects on the student's second language fluency than on monolingual practices by
considering the students' views and beliefs about the use of code-switching. Since one of the
parties whom any adjustments made by the higher-ups will directly touch is the student, their
needs should be the major priority.
Even so, teachers should be very careful and cautious when code-switching. It should not be
used excessively as this could slow learning. Using code-switching to clarify meaning and
impart knowledge to students inefficiently is not harmful, but using it frequently reduces L2
students' ability to engage with native speakers. Aside from this, code-switching should only
be used by people who have trouble learning a language. It has been discovered that students
from rural and underdeveloped areas tend to be more frightened, least motivated, and
unresponsive. If teachers apply this technique wisely, it can work fairly well. This method of
classroom education can provide positive outcomes by completing the syllabus requirements

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and guiding learners with limited language proficiency toward their intended goals. Finally,
the study is limited to one school in Shah Alam, Selangor, with only 65 participants, which is
a concern for the researchers. Therefore, the results cannot be generalized to other
secondary schools in Selangor and Malaysia. It is advised to conduct a nationwide study to
learn what Malaysian students think about code-switching in ESL classes. Therefore, future
researchers must prepare thoroughly in terms of time, budget, and intended audience to get
an overall conclusive findings that would represent a bigger population.

Conclusion
As a result, this study draws the conclusion that code-switching is an effective and reliable
method for teaching English to students in an ESL context. This study also reveals that code-
switching is necessary when needed but must not be used extensively. The teachers must
take into consideration the recommendations proposed in the study and use it as a starting
point to be free to select the method they want to use, whether it be a code-switch or an
English-only one. Teachers are the ones who understand their students' needs by recognizing
the suitable approach required to achieve the intended learning objectives. This study
suggests that code-switching may also be a useful learning approach for students with low-
proficiency levels. Additionally, teachers should be more receptive to code-switching in ESL
classes. It should be remembered that using code-switching to meet the requirements of the
students, especially the low-proficiency ones, is not necessarily bad. Therefore, educators
should avoid spreading the unfavorable assumption that code-switching can hinder students'
acquisition of a second language. The unwritten norm prohibiting students from using their
L1 during English lectures needs to be changed. It is important to remember that learning will
not be successful if the students get nothing out of the lessons. In particular, in Malaysian
educational settings, it is hoped that this study may give some light on how to help students
successfully acquire and master the target language.

Acknowledgement
This research was done for the purpose of Academic Exercise by Aiman Hanani Shahidan, a
part 8 student at the Faculty of Education, Universiti Teknologi MARA. We thank our
respondents, who provided insight and expertise that greatly assisted the research, although
they may not agree with all the interpretations/conclusions of this paper.

Corresponding Author
Syahreena Mohd Shahrom, Faculty of Education, Universiti Teknologi MARA, Puncak Alam
Campus, 42300, Selangor, [email protected]

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