Code-Switching In an ESL Classroom

Abstract

The primary purpose of this study was to determine the perception of the students toward code-switching in an ESL classroom. The respondents were 182 AB-English students enrolled in 2nd semester, school year 2015-2016.

This study used descriptive-correlational method to determine the relationship between the respondents’ profile and the students’ perception toward code-switching. Data were collected through the adopted questionnaire from the study of Joanna Tiffany Selamat (2014) in her “Code Switching in the Malaysian ESL Classroom”.

The result showed that participants were generally positive towards the use of code-switching in their classes regardless of their profile. Students’ perception toward code-switching has no significant relationship with their gender, however, it has a strong relationship in terms of their ethnic affiliation. Explanations about the findings were discussed in the summary and conclusion. The study recommends the use of code switching during class discussions to better improve language performance of the learners.

ationship between gender and items “I like teacher who can show and explain the steps in the process, clearly, accurately and their logical sequence”, “I enjoy acting to catch attention especially if the audience belongs to the curious, active and young”.