EXPLORING CODE-SWITCHING PRACTICES AMONG EFL STUDENTS IN CLASSROOM INTERACTION

Abstract

This study aimed to explore student-initiated code-switching practices during EFL classroom interaction at Universiti Kebangsaan Malaysia (UKM), Selangor, Malaysia. A descriptive qualitative design was employed with 30 undergraduate students selected through purposive sampling. Data were collected through classroom observation, interaction recordings, field notes, and semi-structured interviews with 10 students. The data were analyzed through data condensation, data display, and conclusion drawing and verification. The findings revealed three forms of code-switching: intra-sentential, inter-sentential, and tag switching. Students used code-switching to clarify meaning, facilitate comprehension, compensate for limited vocabulary, express opinions and emotions, maintain interaction, and negotiate meaning. Interview findings indicated that students perceived Malay as a supportive communicative resource that helped them maintain interaction in English. Therefore, code-switching should not be viewed solely as an indication of limited English proficiency but also as a strategic communicative resource in multilingual EFL classrooms. The findings suggest that purposeful code-switching may support students’ participation and facilitate classroom communication while English remains the primary language of interaction.