The impact of code-switching in affective support and learners’ success in Pakistani ESL classrooms at university level
DOI:
https://doi.org/10.24200/jonus.vol8iss1pp95-116Abstract
Background and Purpose: English is the official language of Pakistan, and it is not only taught as a subject but also used as a medium of instruction. However, students find English language learning a difficult experience. Their difficulties are compounded by monolingual English language teaching policies and their differences which are linked with their motivation, level of anxiety and confidence. This study aimed to find out the relationship between code-switching and learners’ affective response and its impacts on attaining success in ESL classrooms.
Methodology: Data for this mixed-method study were collected through purposive sampling via questionnaires, interviews, and field notes from the students majoring in English at a private university in Pakistan. Quantitative data was analysed through SPSS, whereas qualitative data was analysed using a constant comparative technique.
Findings: The findings unveil that code-switching is an effective teaching strategy in ESL classrooms to deal with the learning of vocabulary, comprehension of abstract concepts, the performance of a difficult task, participation in classroom discussions, and the clarity of concepts. Moreover, switching to L1 also gives them satisfaction, fosters attention span, creates enjoyment, and boosts confidence, resulting in their performance improving.
Contribution: The study provides implications for stakeholders, including teachers, teacher trainers and policymakers, to introduce pedagogical code-switching in ESL classrooms to foster the motivation and self-confidence of the students. The study concludes that code-switching has benefits but should be used strategically to improve learners’ performance.
Keywords: Code-switching, affective-response, success, ESL classrooms.
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