The use of code-switching (CS) in English as Second Language (ESL) classrooms is an issue that has always been debated due to its pros and cons. This study aimed to identify the pre-university students’ beliefs towards the use of CS in ESL classrooms. 91 pre-university students from a secondary school in Pasir Puteh, Kelantan participated in this study. This study employed a cross-sectional survey research design. The data were collected through the 19-item adapted questionnaire. Then, the frequency analysis via IBM SPSS Statistics Version 23 was performed to examine the students’ responses. The finding revealed that the students had positively viewed the use of CS in ESL learning where CS was believed to be a beneficial tool during the lessons. Therefore, the finding may be useful to enlighten the policymakers, teachers and researchers on the issues that are related to the use of CS in ESL classrooms.
The Students’ Beliefs on using Code-Switching in the ESL Classrooms
Samihah Ab Razak1,2 & Parilah M. Shah2
Sekolah Menengah Kebangsaan Seri Aman, 16800 Pasir Puteh, Kelantan, Malaysia1
Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia2
Abstract
The use of code-switching (CS) in English as Second Language (ESL) classrooms is an issue that has always been debated due to its pros and cons. This study aimed to identify the pre-university students’ beliefs towards the use of CS in ESL classrooms. 91 pre-university students from a secondary school in Pasir Puteh, Kelantan participated in this study. This study employed a cross-sectional survey research design. The data were collected through the 19-item adapted questionnaire. Then, the frequency analysis via IBM SPSS Statistics Version 23 was performed to examine the students’ responses. The finding revealed that the students had positively viewed the use of CS in ESL learning where CS was believed to be a beneficial tool during the lessons. Therefore, the finding may be useful to enlighten the policymakers, teachers and researchers on the issues that are related to the use of CS in ESL classrooms.
Keywords: Code-Switching (CS), ESL Classrooms, Students’ Beliefs, Mother Tongue (L1), Second Language (L2)
Introduction
In 2018, only 25.54% candidates of Malaysian University English Test (MUET), equivalent to IELTS (International English Language Testing System) November session managed to get at least band 4 where they would be considered as competent users (Malaysian Examinations Council 2018). The number equaled to only 17391 candidates out of 68094 who sat for MUET November session that year. This achievement was alarming since most of public universities and colleges in Malaysia use English as the medium of instruction. Thus, the low level of proficiency among the MUET candidates has brought about the need to deal with the issue. It is important in order to prepare the students not only for university life but also when they are entering the world of employment. One of the ways to address the issue is by code-switching (CS) during the teaching and learning process.
CS is one of the many issues concerning English as Second Language (ESL) learning that has been debated for decades. People are divided with this issue as it does have its pros and cons. CS is a common practice in bilingual or multilingual classrooms and this includes Malaysia. Malaysia is among the world's most multilingual countries, where many people can speak 3 or more languages fluently (Lew 2014). CS, also known as code shifting or language mixing is a term to describe the action of using two or more languages in the same utterance or conversation. It can be described as the inclusion of the mother tongue (L1) in a speech by the second language (L2) learners (Myers 2008).
The students’ beliefs in using CS in ESL classrooms can also be linked to their learning strategy. Different students have different preferences on how to tackle their problems in language acquisition. Some students might choose CS to assist them in their linguistics hurdles. Some studies have proven that CS can be useful during the teaching and learning process. The studies conducted by Badrul and Kamaruzaman (2009), Adibah (2016) and Nurhamidah et al. (2018) revealed that the students, especially the weak students prefer CS to help them in the learning process. This strategy can assist the students to have a better understanding of the discourse, grammar and content learnt.
However, some studies show some opposing views on using CS. Some studies revealed that CS could affect the students' language proficiency and their confidence in speaking English (Aljoundi 2013; Mokgwathi & Webb 2013). The abuse use of CS can make the students overreliance on their L1. This can eventually hinder the objective of learning the L2 and eventually affect their language acquisition. Thus, research on students’ beliefs is import
In-Text Citation: (Razak & Shah, 2020)
To Cite this Article: Razak, S. A., & Shah, P. M. (2020). The Students’ Beliefs on using Code-Switching in the ESL Classrooms. International Journal of Academic Research in Business and Social Sciences, 10(2), 166–178.
In-Text Citation: (Razak & Shah, 2020)
To Cite this Article: Razak, S. A., & Shah, P. M. (2020). The Students’ Beliefs on using Code-Switching in the ESL Classrooms. International Journal of Academic Research in Business and Social Sciences, 10(2), 166–178.
Copyright: © 2020 The Author(s)
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