Abstract:
In EFL and bilingual language classrooms, code switching is widespread among teacher-student and student-student interactions; however, there seems to be few or no studies tracking the perceptions and practices of EFL learners toward code switching. Therefore, the aim of this study was to identify the perceptions and practices of high and low achievers toward teacher code switching with focus on the possible limitations and benefits that it might have in language classrooms. For this purpose, the researchers used a qualitative design in the form of grounded theory. Accordingly, 11 high and 13 low achievers were interviewed individually and in focus groups. Further, the elicited responses were transcribed and codified using Straus and Corbin’s (1998) constant comparative method. In addition, for the purpose of validation, real observations of 10 university classes in different English courses were made. The findings revealed 4 major themes and 26 categories for high and low achievers. Consequently, the findings implicated that code switching was an advantageous tool at the disposal of English teachers.
Machine summary:
2697 A Qualitative Inquiry into Perceptions and Practices of High and Low EFL Achievers towards the Limitations and Benefits of Code-Switching Zahra Mohammadi Salari Fazlolah Samimi ** Shahram Afraz *** Abstract In English as a Foreign Language (EFL) and bilingual language classrooms, code-switching is widespread among teacher-student and student -student interactions; however, there seem to be few or no studies tracking the perceptions and practices of EFL learners toward code-switching.
Therefore, the aim of this study was to identify the perceptions and practices of high and low achievers toward teacher code-switching with focus on the possible limitations and benefits that it might have in language classrooms.
Therefore, due to paucity of studies in the context of Iran to draw out the perceptions and practices of both high and low achievers, this inquiry integrates EFL learners’ perceptions and practices towards teacher code-switching by drawing upon insights from both interviews and observations which can provide a benchmark against which EFL teachers can figure out to what extent, on what occasions and for what purposes (View the image of this page) they can use Persian in their English classes.
Review of Related Literature Despite the fact that a couple of studies have, up to now, focused on CS (Alenezi, 2016; Azlan & Narasuman, 2013; Grobler, 2017; Ghafar Samar & Moradkhani, 2014; Mirhasani & Jafarpour Mamaghani, 2009; Rahimi & Jafari, 2011; Rasouli & Simin, 2015; Rezaee & Fathi, 2017) the literature rarely discusses if code-switching is a beneficial tool in the eyes of high and low achievers.