Citation
Ahmad, Badrul Hisham and Jusoff, Kamaruzaman
(2009)
Teachers’ Code-Switching in Classroom Instructions
for Low English Proficient Learners.
English Language Teaching, 2 (2).
pp. 49-55.
ISSN 1916-4742
Abstract
Due to the alarming signals of declining proficiency level among English Language learners in Malaysia, this study set
out to learn more about the learners’ perceptions of the teachers’ code-switching in English Language classrooms. The
objectives of this study were to investigate a )learners’ perceptions of teachers’ code-switching, b)the relationship
between teachers’ code-switching and learners’ affective support c) the relationship between teachers’ code-switching
and learners’ learning success and d) the future use of code-switching in students’ learning. The study investigated 257
low English proficient learners attending Communication 1 proficiency course in a public university in Malaysia. A set
of questionnaire containing 20 items using 5-points Likert-type scale was administered to measure the presence of
code-switching in classrooms, the affective support and the learning success. The study proposed two hypotheses and
the hypotheses were tested using Pearson product moment correlation analyses. The study found that learners perceived
code-switching as a positive strategy due to the various functions it has. There are significant relationships between (1)
teachers’ code-switching and learners’ affective support and (2) teachers’ code-switching and learners’ learning success.
Learners also showed favourable support for future code-switching in the English classrooms. It is strongly believed
that teachers’ code-switching is an effective teaching strategy when dealing with low English proficient learners.
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