Code-Switching in EFL Classrooms: A Tool for Comprehension or a Hindrance in Fluency

Zul Aini Rengur; Prisna Aswarita Putri; Fatima Fatima; Nurfauziah Mansur; Zulfikri Zulfikri; Ana Kuliahana; Fatimawali Fatimawali

doi:10.24239/dee.v6i1.121

Authors

Zul Aini Rengur Datokarama State Islamic University, Palu, Indonesia.
Prisna Aswarita Putri Datokarama State Islamic University, Palu, Indonesia.
Fatima Fatima Datokarama State Islamic University, Palu, Indonesia.
Nurfauziah Mansur Datokarama State Islamic University, Palu, Indonesia.
Zulfikri Zulfikri Datokarama State Islamic University, Palu, Indonesia.
Ana Kuliahana Datokarama State Islamic University, Palu, Indonesia.
Fatimawali Fatimawali Datokarama State Islamic University, Palu, Indonesia.

DOI:

https://doi.org/10.24239/dee.v6i1.121

Keywords:

code-switching, EFL classroom, comprehension, fluency, scaffolding

Abstract

This study explored the dual role of code-switching in English as a Foreign Language (EFL) classrooms, examining whether it functioned more as a tool to support comprehension or as a hindrance to fluency development. Employing a qualitative descriptive design, the research involved three English teachers and ten intermediate-level students in a bilingual educational context. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analysed thematically. Findings revealed that when used strategically and sparingly, code-switching served as an effective pedagogical scaffold, enhancing comprehension, reducing learners’ anxiety, and fostering confidence—particularly among lower-proficiency students. Teachers reported that occasional use of the students’ first language (L1) maintained lesson flow and facilitated understanding of complex material. However, excessive reliance on code-switching was found to limit students’ opportunities to practice English, foster dependency on L1, and impede the development of fluency and communicative competence. These findings underscored the need for a balanced and principled approach to code-switching, where teachers used L1 judiciously to support learning while progressively increasing English use to promote fluency. The study contributed to the ongoing debate on the pedagogical value of code-switching, highlighting its potential as a flexible instructional strategy when applied thoughtfully within learners’ sociocultural and linguistic contexts.

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