An Analysis of Students' Views on Code-Switching in EFL Context

Moreover, students emphasized the role of code-switching in fostering a more supportive and less intimidating learning environment. For many junior high school learners, the fear of making mistakes or not understanding lessons can lead to anxiety. They shared that when teachers use their native language strategically, it creates a sense of security and inclusivity, encouraging students to participate more actively in class. This reassurance helps students build confidence in their language skills, motivating them to engage with English without the constant fear of failure.

Classroom management is another area where students see value in their teachers’ use of code-switching. Several students mentioned that clear instructions and behavioral expectations are crucial, especially in group activities or assessments. Teachers who switch to the native language to ensure students fully understand these guidelines are perceived as more effective in maintaining order and focus. Students pointed out that this approach minimizes confusion and prevents misunderstandings, which are common when instructions are delivered solely in English.

Therefore, the perspectives of junior high school students underscore the continued need for code-switching in EFL classrooms. While they recognize the importance of English immersion, they believe that selective use of the native language by teachers plays a vital role in enhancing comprehension, reducing anxiety, and maintaining effective classroom management. These findings suggest that a balanced approach, incorporating both English and the students’ first language, can significantly improve the overall learning experience. By addressing students’ needs through code-switching, teachers can foster a more supportive and accessible environment that promotes both language development and confidence.

In conclusion, junior high school students in EFL classrooms value their teachers’ use of code-switching as an essential tool for improving their learning experience. Research and interviews reveal that code-switching helps students better understand complex lessons, especially when introducing new vocabulary or abstract grammar concepts. It bridges the gap between their existing knowledge and the target language, reducing cognitive overload and enabling them to build a stronger foundation in English. Furthermore, students emphasized that code-switching creates a supportive environment that alleviates anxiety and encourages active participation, fostering confidence in their language abilities.

While students recognize the importance of maximizing exposure to English, they believe that selective use of their native language enhances comprehension and classroom management. By balancing English instruction with occasional code-switching, teachers can address students’ learning needs more effectively, ensuring clarity and inclusivity. These insights highlight the value of code-switching in junior high school EFL classrooms as a tool to promote understanding, motivation, and engagement, ultimately supporting students’ overall language development.