Code-Switching in Asian EFL Classroom and the Teachers` Perception

  • Yora Yalu Setio Wibowo Sasongko Widya Mandala Catholic University, Surabaya
Keywords: Code-switching, EFL class, English teaching


There are many pros and cons related to the use of code-switching in EFL class. The use of code-switching, according to Khaerunnisa (2016) is considered as a useful instrument to help students and teacher in EFL class. In contrast, Macaro (2005) explains that the use of code-switching in EFL class is not sufficient to support students` development in mastering L2 when teachers keep using L1 in their deliverance. This research aims to discuss how teachers react to the use of code switching in class. Furthermore, this research reveals the role of code-switching through the use of it in EFL class. Moreover, the data in this research are taken from scientific articles in three different countries in Asia, namely Indonesia, Pakistan, and Turkey, therefore library research is applied as the technique of data collecting in this research. The data analysis shows that the use of code-switching in three countries have various use and function. The finding shows that In Indonesia and Turkey, the use of code-switching in EFL class is part of teaching method that enables the teachers to explain the lesson comprehensively. Meanwhile, the use of code-switching in Pakistan tends to be implemented as an instrument to build teachers-students engagement.


Download data is not yet available.


Bhatti, A., Shamsudin, S., & Said, S. B. M. (2018). Code-switching: A useful foreign language teaching tool in EFL classrooms. English Language Teaching, 11(6), 93-101.
Domalewska, D. (2017). Discourse analysis of teacher talk: Code switching in content and language integrated learning (CLIL) classrooms in Thailand. Asian Journal of Education and E-Learning, 5(2).
George, M. (2008). The elements of library research: What every student needs to know. Princeton University Press.
Goss, B. (1999). Challenges of learning English in Japan. Intercultural Communication Studies, 8, 145-148.
Gulzar, M. A. (2010). Code-switching: Awareness about its utility in bilingual classrooms. Bulletin of Education and Research, 32(2), 23-44.
Khaerunnisa, L. (2016). An EFL teacher’s code switching in a young learners’ class. Indonesian Journal of EFL and Linguistics, 1(1), 13-31.
Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.
Lin, A. M. Y. (2013) Classroom code-switching: Three decades of research. Applied Linguistics Review, 4(1), 195-218. doi:
Littlewood, W. & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64-77.
Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In E. Llurda (Ed.), Non-native language teachers. Perceptions, challenges and contributions to the profession (Educational Linguistics, 5, 63-84).
Nurhamidah, N., Fauziati, E., & Supriyadi, S. (2018). Code-switching in EFL classroom: Is it good or bad?. Journal of English Education, 3(2), 78-88.
Rajasekar, S., Philominathan, P., & Chinnathambi, V. (2013). Research methodology. eprint. arXiv preprint physics/0601009, 1-53.
Tabassum, F., Rafique, H., Akram, N., & Khan, M. A. (2020). Functions of code switching in the English language teaching classroom discourse: Perspectives of lecturers and students. International Journal of English Language and Linguistics Research, 8(2), 47-65.
Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.
Yataganbaba, E., & Yildirim, R. (2015). EFL teachers' code switching in Turkish secondary EFL young language learner classrooms. International Journal of Linguistics, 7(1), 82.
How to Cite
Sasongko, Y. Y. (2023). Code-Switching in Asian EFL Classroom and the Teachers` Perception. K@ta, 25(00), 119-125.