exploring teatchers and students perceptions of the impact of code switching of the students speaking proficiency in oral expressing classes

Abstract

The present study has explored the teachers’ and students’ perspectives on the impact of using code switching on the students’ speaking proficiency in EFL classrooms among second-year students at the Department of Foreign Languages at Mila University Centre. In response to the questions proposed, a descriptive method is opted for. In an attempt to answer the questions, a questionnaire is administered to forty-nine students of English at the Department of Foreign Languages, University Centre of Mila, and another questionnaire is administered to the teachers of Oral Expression. The major research findings reveal that EFL students enerally hold a positive attitude towards code switching within their Oral Expression classes. They cknowledge that code switching can facilitate communication and contribute to a favorable classroom atmosphere. However, they recognize that it may hinder their English speaking proficiency. In contrast, the participating teachers in the research display a strict adherence to an English-only policy and tend to view code switching unfavorably. They believe that code switching acts as an obstacle to students’ speaking skill development. Ultimately, the esearch work provides a range of recommendations for pedagogy and future research, aiming to bring further attention to the occurrence of code switching in Oral Expression classes.