Assessing the Impact of Code-Switching in EFL Classrooms: A Case Study at Dong Nai Technology University

ABSTRACT

Code-switching, the practice of alternating between two or more languages in conversation, is a prevalent phenomenon in English as a Foreign Language (EFL) classrooms, particularly in bilingual and multilingual settings. This study examines the impact of code-switching on language acquisition and student engagement at Dong Nai Technology University (DNTU). Using a mixed-methods approach, qualitative data were gathered through classroom observations and interviews with students and teachers, while quantitative data were collected through surveys and language proficiency assessments. Findings indicate that code-switching serves as both a facilitative and obstructive tool in EFL learning. While it aids in comprehension and fosters classroom interaction, excessive reliance on the first language may hinder English fluency. The study concludes that strategic use of code-switching enhances learning outcomes, suggesting that a balanced pedagogical approach is necessary. Recommendations include training for educators on effective code-switching strategies to optimize its benefits while minimizing potential drawbacks. These insights contribute to ongoing debates on bilingual pedagogy and inform curriculum development for EFL programs.

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