Code-switching among Saudi Students in ESL Classrooms in the UK: Hinderance or Facilitator?

Abstract

This study is conducted on Saudi students studying an English for academic purposes course in ESL classrooms in the UK. It aims to investigate the students’ attitudes towards code-switching and their purpose for using it in ESL classrooms during lessons. In order to investigate this, both quantitative and qualitative methods were used. Two classes were observed with three classroom observations for each class. Questionnaires were handed out and answered by 57 Saudi students and semi-structured interviews were conducted with 8 students, four from each observed class. Based on the data analysis and despite the differing perceptions, this current study found that the majority of students hold a negative attitude towards the use of code-switching in ESL classes, as they reported it limits their chance to practice English and hinders their English language proficiency development. Such attitudes are mostly related to their own awareness of factors that led them to use code-switching: peers’ first language and their low English level. To analyse students’ comments and reasons for the use of code-switching in ESL classrooms, the researcher adopted Apple’s and Muyskn's (2006) model for functions of code-switching as the framework. According to the results of the three methods, code-switching was employed by students for five functions: referential, expressive, directive, poetic and metalinguistic. The results suggest that regardless of Saudi students’ negative perceptions towards the use of Arabic in class, it seems to continue to serve their purposes and enhances their understanding of new input.