Students’ Perceptions of Code-Switching in English as a Foreign Language Classrooms: A Qualitative Study of Internal and External Influencing Factors

Abstract

This study aims to investigate students’ perceptions of the use of code-switching in English as a Foreign Language (EFL) classrooms, with particular emphasis on the internal and external factors influencing these perceptions. The study employed a descriptive qualitative research design. The participants consisted of 60 eleventh-grade students from two classes (XI-3 and XI-4) at SMA YP HKBP 1 Pematangsiantar. Data were collected through a structured questionnaire comprising 15 items designed to explore students’ attitudes toward code-switching and the factors shaping their perceptions. The findings reveal that the majority of students hold positive perceptions toward the use of code-switching in EFL classrooms. From an internal perspective, code-switching was found to enhance students’ confidence, motivation, and comprehension of lesson content. Externally, it contributed to a more supportive and less stressful learning environment, facilitating better interaction between teachers and students. Students reported that the strategic use of their first language alongside English helped them understand complex concepts more easily and express their ideas more effectively. Overall, the study concludes that code-switching plays a beneficial role in EFL classroom settings, particularly in supporting students’ language development and reducing learning anxiety. These findings suggest that the pedagogical use of code-switching can be considered an effective instructional strategy when applied appropriately. The study recommends that teachers use code-switching selectively to maximize its benefits while still promoting English language exposure.