Code Switching as Language Teaching Strategy in EFL Online Classroom

Abstract

In response to the transition to online classrooms during the pandemic, this research examines code-switching as a method to enhance language instruction in EFL online settings. Code-switching, the practice of switching between languages, is examined here for its effectiveness in boosting comprehension and student involvement among undergraduate students. Since the study employ a qualitative methodology, it gathered data from classroom observations and surveys distributed to both teachers and students. The results indicate that teachers utilized situational and metaphorical code-switching to elucidate intricate concepts, sustain attention, and promote student engagement. Code-switching proved particularly beneficial in reactivating initially passive or distracted students by offering a familiar language framework that bolstered their confidence and facilitated more active participation. Moreover, teachers noted that code-switching cultivated a supportive learning atmosphere, enhancing the bond between students and teachers. These findings suggest that, when used strategically, code-switching serves as a valuable tool for enriching language proficiency and maintaining engagement in online EFL classrooms.