UNIVERSITY STUDENTS’ PERCEPTIONS OF CODE-SWITCHING USED BY TEACHERS IN NON-ENGLISH MAJOR CLASSROOMS

Abstract

The use of code-switching in English classrooms has long been debated among educators and researchers. In Vietnam, many non-English major students struggle with complex linguistic input and abstract grammar rules. To address these difficulties, EFL teachers often employ code-switching to enhance comprehension, clarify instructions, and manage classrooms. Despite its widespread use, limited research has examined non-English major students’ perceptions of code-switching, especially in tertiary EFL contexts. This study investigates how students perceive their teachers’ code-switching and its specific functions. Data were collected from 105 non-English major students at a university in Central Vietnam through a questionnaire adapted from Nursanti (2016) and based on Ferguson’s (2009) functional framework. Results reveal that students generally view code-switching positively. They believe it facilitates understanding, improves classroom management, and fosters stronger teacher-student relationships. These findings suggest that code-switching is an effective strategy to bridge language gaps and enhance communication in Vietnamese EFL classrooms.