CODE-SWITCHING IN EFL EDUCATION: A PERCEPTION-BASED STUDY AT THE UNIVERSITY OF SINDH, JAMSHORO – PAKISTAN

Abstract

This research investigates the perceptions of teachers and students regarding the use of Code-switching in English as Foreign Language (EFL) classrooms at the University of Sindh, Jamshoro. Employing a mixed-methods approach, the study draws on questionnaire data from 550 undergraduate EFL learners, semi-structured interviews with 15 English teachers, and classroom observations across multiple departments. Results revealed that both teachers and students held positive attitudes toward code-switching, viewing it as a pedagogical tool that enhances comprehension, reduces anxiety, and facilitates complex concept instruction. Key motivations for Code-Switching included explaining grammar (mean = 3.62), clarifying vocabulary (mean = 3.61), and administrative communication (mean = 3.51). Classroom observations showed Code-Switching occurring 25–40% of instructional time, primarily during grammar instruction (32%) and vocabulary explanation (28%). Despite consensus on benefits, concerns about overreliance hindering fluency were noted. The study recommended strategic, context-sensitive Code-Switching use in EFL pedagogy and institutional policies supporting teacher training in bilingual methodologies.