Exploring Code Switching As A Pedagogical Tool In English As A Foreign Language (EFL) Classroom: Teachers’ Practices And Perspectives

Khasanah, Eka Ismatul (2026) Exploring Code Switching As A Pedagogical Tool In English As A Foreign Language (EFL) Classroom: Teachers’ Practices And Perspectives. Undergraduate Thesis thesis, UIN.K.H. Abdurrahman Wahid Pekalongan.

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Abstract

The use of English as the primary language of instruction in English as a Foreign Language (EFL) classroom often presents challenges for both teachers and students, particularly when students have limited English proficiency. As a result, teachers frequently employ code switching as a pedagogical strategy to facilitate students' comprehension, maintain classroom interaction, and support the teaching and learning process. This study aimed to explore how EFL teachers use code switching as a pedagogical tool in classroom interaction and to examine their perspectives on its use in English language teaching. This study employed a qualitative research design involving two English teachers at vocational high school in Pekalongan. The data were collected through classroom observations and semi-structured interviews and were analyzed using thematic analysis. The findings revealed that the teachers employed three types of code switching, namely tag switching, inter-sentential switching, and intra-sentential switching, for various pedagogical purposes, including regulating classroom engagement, explaining lesson content, giving instructions, emphasizing important information, and facilitating students' comprehension. The teachers also expressed predominantly positive perspectives toward the use of code switching, believing that it helps students understand learning materials more effectively, encourages classroom participation, reduces language barriers, and creates a more supportive learning environment. However, they emphasized that code switching should be used purposefully and in moderation to ensure that students continue to develop their English proficiency. In conclusion, this study demonstrates that code switching is an effective pedagogical tool when used strategically to support teaching and learning in EFL classrooms.

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