Investigating UPTM TESL Lecturers’ Views On ESL Students’ Code  Switching in Presentations

Aina Athirah Ahmad Sabri; Nur Iffah Zainudin

doi:10.61688/jev.v6i2.430

Authors

Aina Athirah Ahmad Sabri UPTM
Nur Iffah Zainudin

DOI:

https://doi.org/10.61688/jev.v6i2.430

Keywords:

Code switching (CS), ESL Students, TESL, Presentations, English as a Medium of Instruction

Abstract

This study explored the perceptions of TESL lecturers at University Poly-Tech Malaysia (UPTM) regarding the use of code switching (CS) by ESL students during presentations. Code switching is defined as the alternation between English and a student’s native language. Although presentations are generally conducted in English to meet course objectives and improve language proficiency, many students relied on CS as a communication strategy. A qualitative research design was employed, and data were collected through interviews with five TESL lecturers who teach faculty courses to students from non-English majors. The study aimed to understand their views and
experiences related to this practice. The findings revealed two types of perspectives, namely positive and negatively. On the positive side, participants acknowledged that code switching could assist students who struggle with vocabulary or grammar. It may also help reduce anxiety and boost students’ confidence during presentations. However, some lecturers opposed the linguistic practice as they were concerned that excessive use of CS could hinder language development and compromise the goal of maintaining English
as the medium of instruction (EMI). These findings aimed to assist educators in promoting effective language learning while sustaining English fluency in tertiary-level ESL settings. The study recommended adopting balanced teaching strategies that encourage English usage while offering appropriate linguistic support. In conclusion, while code switching may serve as a helpful tool to overcome language barriers, students were advised to practice it with caution.

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