Comparing the Effects of Teacher Code Switching with English-only Explanations on the Receptive Vocabulary Learning of Saudi EFL Learners

Abstract

This study explores the effect of teacher codeswitching (CS) and English-only instructions within a Lexical Focus-On-Form (LFonF) context on vocabulary learning of EFL learners. Their perceptions and attitudes of language preferences in English vocabulary learning are also investigated. The teacher’s L1 use to clarify unfamiliar words has a critical function, and considerable literature has addressed the effectiveness of intentional vocabulary learning; yet, previous studies have not focused on whether learning lexical items can be improved by teachers’ use of L1 or L2. Using a mixed-methods approach, 60 intermediate EFL learners in a Saudi institution formed one control and two experimental groups. They were randomly assigned to the no LFonF, CS and non-CS conditions. The stratification was based on the proficiency level. Statistical analysis was employed for analysing the pre/post/delayed vocabulary test scores. Collecting learners’ attitudes data were completed through a close-ended questionnaire and interviews. The results showed that LFonF instructions are more effective than meaning-only instructions in a communicative language context. The learners’ vocabulary gain was improved more by the teachers’ use of CS in the short and long term, while L2 instruction was also effective in the short term. The participants had positive perspectives on the usage of both languages in vocabulary learning but preferred the L1 mode. As a conclusion, teachers’ use of CS to explain lexical items should be implemented in L2 classrooms and learners’ perceptions of L1 should be considered in developing teaching techniques.