خلاصة:
This quantitative study was an endeavor to generalize the findings of a qualitatively-oriented inquiry of code switching (CS). Therefore, in accordance with the themes and categories of the previous model, that is, 8 themes and 26 categories, a code switching survey consisting of 8 hypothetical factors and 43items was designed. Piloting the survey among 215 EFL learners, it gained acceptable requirements for reliability and validity indices, except for the loading of 4 items that were discarded in the final version of the survey. Subsequently, the 39 item Likert-scale survey was distributed among 418 ELT students. To verify the factor structure of the instrument, structural equation modeling (SEM) was used which verified good fit indices. In addition, the findings showed that a tool for augmenting understanding was the most and teacher code switching as a barrier to learning and communication was the least influential factor of CS. Besides, the results indicated that the following demographic variables (gender, language proficiency, and educational level) but age had significant roles in the overall selection of code switching factors. Also, findings of this study could make it easier for the specialists in the field of educational psychology to fill the gaps of educational problems such as anxiety. So, the results of this study could help the ELT classroom to be a non-threatening place. Finally, it can be implicated that the model can be used in educational settings because it can help both students and teachers to achieve their pedagogic goals.
مطالعه حاضر تلاشی به منظور تعمیم نتایج حاصله از مطالعه قبلی به روش کیفی در مورد " رمزگردانی " میباشد. بنابر این بر اساس مدلها و عاملهای حاصله از مطالعه قبلی " 8 عامل و 26 دسته "، پرسشنامه رمزگردانی با 8 عامل و 43 سوال طراحی گردید و میان 215 شرکت کننده پایلوت شد. پرسشنامه از روایی و پایایی مناسبی برخوردار بود. در این مرحله 4 سوال پرسشنامه حذف شدند. سپس پرسشنامه با 39 سوال در مقیاس لیکرت بین418 شرکت کننده توزیع شد. برای بررسی تناسب برازش مدل از تحلیل عاملی ساختاری (SEM) استفاده گردید. شاخصهای برازش به دست آمده همگی از مقدار قابل قبولی برخوردار بودند. نتایج حاصله نشان داد که بیشترین تاثیر مربوط به عامل "رمزگردانی به عنوان ابزاری برای افزایش درک" و کمترین تاثیر مربوط به عامل "رمز گردانی توسط معلم مانعی برای برقراری ارتباط " تشخیص داده شد. علاوه بر این، متغیرهای جمعیت شناختی (جنسیت، مهارت زبانی و سطح تحصیلات) به غیر از سن نقش قابل توجهی داشتند. همچنین نتایج این مطالعه به بهبود بخشیدن مشکلات آموزشی، از جمله اضطراب در فضای آموزشی، در حوزه روانشناسی آموزشی کمک میکند. در نتیجه نتایج این مطالعه کمک میکند تا فضای آموزشی زبان انگلیسی به محیطی امن برای یادگیری تبدیل شود. بنابراین، نتایج این مدل میتواند در محیطهای آموزشی به کار گرفته شود و به دانشجویان و معلمان برای پیشبرد اهداف آموزشی کمک کند.
ملخص الجهاز:
To-date, in spite of the fact that, an array of scholars have worked on the topic of CS in general (Alenezi, 2016; Ahmad & Jussef, 2009; Azlan & Narasuman, 2013; Bolander, 2008; Grobler, 2017; Ghafar Samar & Moradkhani, 2014; Hobbs & Matsuo, 2010; Rahimi & Jafari, 2011; Rasouli & Simin, 2015; Rezaee and Fathi,2016) and have become more involved with pros and cons of using L1 while teaching in EFL classrooms, few or no Iranian CS surveys exclusive to English Language Teaching(ELT) have been domestically developed and validated to inquire about the attitudes of ELT students .
A review of the majarity of studies focused on code switching (Modupeola, 2013, Qian, Tian & Wang, 2009, Lin, 2004, Momenian & Samar, 2011) shows that teachers usually use students’ native language for translation, more comprehension, controlling classroom, and built rapport with students.
As a result, to address the controversies surrounding the use of CS and proficiency which was realized as a determining factor in general English classes in Iran (Mirhanssani & Jafarpour, 2016, Rasooli & Simin, 2016, Rezaian & Fathi, 2017), later, a model of EFL high and low achievers’ perspectives towards the limitations and benefits of teacher code switching in the context of Iranian ELT students was proposed by Mohammadi Salari, Samimi and Afraz (2019.
As a result, by the help of English experts to check the content and language of the items, a 43-item questionnaire of ELT students’ attitudes toward code switching was designed based on the 8 factors of the model and its 26 categories.