INTRODUCTION
Rationale
As an English teacher at Phu Xuan University, I frequently face challenges related to departmental regulations that mandate the exclusive use of English in the classroom Many Vietnamese teachers lack confidence in using the target language to explain complex content and terminology, which leads to student frustration and boredom when they struggle to comprehend the material To address this issue, the English department has collectively agreed to enhance student engagement by maximizing English usage and minimizing local language use in the classroom Recent research, such as Lai's (1996) study on code-switching in EFL classrooms in Taiwan, highlights the importance of exploring multilingual approaches in language education.
This study investigates the use of code-switching among English as a Foreign Language (EFL) teachers and students, focusing on its application in Information Technology classes in Vietnam Building on Lin's (1990) research in Hong Kong, which explored bilingual teaching through language alternation in English lessons, this study addresses the lack of analysis regarding code-switching among Vietnamese students in IT By examining how, when, and why code-switching occurs in these contexts, the research aims to fill a significant gap in the existing literature on bilingual education and code-switching practices.
According to Reyes and Ervin-Tripp (2002), code-switching (CS) is a strategy for organizing discourse in bilingual conversations, alongside the borrowing of lexical items While various styles of lexical borrowing are observed in bilingual speech communities, its impact on the communicative competence of young children learning a second language (L2) has received little attention Poplack (1980) suggests that code-switching is typically employed by individuals with balanced skills in both languages, indicating that it may serve as a marker of bilingual fluency in children acquiring English as their L2.
Code switching has emerged as a significant topic in the field of foreign language teaching, attracting renewed interest from researchers due to its relevance in bilingualism and multilingualism This phenomenon often occurs during the English language teaching-learning process, influenced by the diverse backgrounds of learners (Yusuf, 2009) Sert (2005) highlights that code switching is prevalent in English Language Teaching (ELT) classrooms, utilized by both teachers and students Hancock (1997) emphasizes that to foster communicative competence, learners need ample practice in communicative exchanges within the classroom Despite advancements in education, code switching and code mixing continue to be common practices among both educators and students, serving various needs and objectives.
Over the past two decades, researchers have extensively studied code-switching in bilingual classrooms, with Eva Fachriyah's research on “The Functions of Code Switching in an English Language Classroom” highlighting the interaction styles of language teachers This sociolinguistic exploration of code-switching encompasses various aspects, including its form, location, patterns, and functions Enama (2016) emphasizes the importance of integrating the first language (L1) in target language learning, as it alleviates the burden on students and serves a vital role in the classroom In EFL settings, the use of L1 is encouraged to activate students' prior knowledge of the target language (Paradowski, 2008), while Peregoy & Boyle (2013) suggest that L1 fosters confidence, security, motivation, and camaraderie among learners This supportive environment allows students to communicate freely without the constraints of an English-only policy, reinforcing the notion that code-switching benefits both teachers and students Ferguson (2003) further supports this by identifying code-switching as an effective tool for managing learning in the classroom.
Code-switching (CS) is prevalent in language classrooms globally, including in Vietnam, and has garnered increasing attention from educational researchers due to its numerous benefits These researchers explore various types of code-switching, its functions, effects, and the reasons for its use in educational settings Many studies indicate that incorporating learners' first language (L1) can help achieve pedagogical goals in second language (L2) classrooms and enhance the communicative effectiveness of language learners (Atkinson, 1987; Macaro, 2001) Upton & Lee-Thompson (2001) emphasize that L2 learners frequently leverage their L1 knowledge to facilitate learning.
Code switching enhances learners' comprehension by enabling them to concentrate on processing larger segments of information, alleviating concerns about communication breakdowns This practice also facilitates the formation of connections between their first language (L1) and second language (L2), potentially boosting their linguistic awareness (Cook, 1995; Moore, 2002).
Despite the growing body of research on code-switching among students, there remains a lack of focus on its application among IT students This gap has motivated us to explore the phenomenon of code-switching, particularly the intriguing and practical aspects of Vietnamese-English code-switching in vocational English classes at our university Therefore, we have chosen to investigate "Code-Switching by EFL Students in Information Technology Classes at Phu Xuan University, Hue City." This study aims to emphasize the purposes behind IT students' use of code-switching as a tool for learning English.
IT students use code-switching in the classroom and the suggestions to the problems in the learning process.
Aims of the study
This study aims to explore the use of code-switching among IT students in English classes, focusing on their perceptions and practices within the EFL classroom By examining these aspects, the research provides valuable insights and offers suggestions to help IT students enhance their English learning experience.
Scope of the study
Code-switching is mentioned in many studies from different perspectives However, this study mainly pays attention to the use of code- switching by IT students in vocational classroom.
Research questions
This project aims to answer the following research questions:
1 What are the IT students’ perceptions of using code-switching in learning English?
2 How do the IT students use code-switching in EFL classroom?
Organization of the study
This dissertation is structured into five chapters, beginning with an overview of the thesis theme, including the context, purpose, significance, and organization of the study Chapter two reviews the literature on code-switching, exploring its definition, theoretical aspects, and students' perceptions in educational settings Chapter three outlines participant information and details the data collection and analysis methods employed In chapter four, the study's findings and discussions are presented, addressing the research questions posed in the first chapter Finally, chapter five concludes the study, highlighting emerging implications and limitations.
LITERATURE REVIEW
Code-switching definition
There are various definitions of the term “code-switching” Gumperz
Code-switching, as defined by 1982, involves the integration of different grammatical systems within the same speech exchange, highlighting the interplay between languages While often perceived as the mixing of languages, Milroy and Muysken (1995) describe it as the bilingual practice of alternating between two or more languages in conversation Similarly, Macswan (1999) characterizes code-switching as a speech style where fluent bilinguals fluidly transition between languages This phenomenon is intriguing and is understood through various definitions.
Code-switching, as defined by Gumperz (1982), involves the integration of elements from different language systems within a single speech exchange Milroy and Gordon (2003) expand on this by describing it as a phenomenon of language alternation that can occur at various levels of conversation, including within the same sentence More recently, Sebba, Mahootian, and Jonsson (2012) simplify this concept, stating that code-switching is a natural behavior among bilingual speakers While Milroy and Gordon do not recognize its advantages in educational settings, code-switching is crucial in bilingual education as it facilitates interaction and learning Heller (2007) emphasizes that code-switching entails the use of multiple languages during communication, requiring speakers to effectively balance their proficiency in each language.
General perspectives of code-switching
Although the number of studies on CS in classroom is limited, Le, V.C
In Vietnam, English-Vietnamese code-switching is prevalent in general English classes, as noted in a 2014 study The first language (L1) significantly influences the acquisition of the second language (L2), with L1 morphemes remaining prominent among beginner L2 learners This prominence is attributed to the higher frequency of L1 elements, making them more readily selected for use in communication.
Odlin (1989) highlights that the relationship between low L2 proficiency and transfer mainly pertains to negative transfer, while positive transfer, like the use of cognate vocabulary, can occur even at high proficiency levels The cognitive approach provides insight into how this transfer happens, yet there are several issues that require additional investigation.
Recent sociolinguistic research on code-switching highlights its significance in language acquisition and communication Studies, such as those by Miles (2004), indicate that the use of a first language (L1) can enhance the development of a second language (L2), particularly in educational settings L1 can be effectively utilized in teaching L2 to clarify new vocabulary, explain grammatical concepts, provide instructions, assess understanding, and offer feedback (Zacharias, 2003) Additionally, factors such as the bilingual status of conversational partners and the context of communication, along with the proficiency level in L2, play a crucial role in the frequency and effectiveness of code-switching (Rodriguez-Fornells et al., 2005).
Switching to the first language (L1) enhances comfort for Vietnamese students learning English, facilitating their second language (L2) acquisition (Ton, N N H., 2006) Additionally, the use of L1 in the classroom positively influences group dynamics among Vietnamese EFL students, fostering better interaction with peers and teachers (Duong, T H O., 2006).
In conclusion, code-switching (CS) is a prevalent strategy in teaching and learning general English in Vietnam Both EFL learners and instructors utilize their familiar local language within the target language classroom to foster a strong rapport, cultivate a friendly atmosphere, and enhance group dynamics (Nguyen, Peter & Michael, 2016).
Code-switching and code-mixing
Language and dialect usage is dynamic, often leading individuals to engage in code-switching or code-mixing Code-switching, as defined by Hymes (1977), involves shifting from one language variety to another based on situational demands, while Gumperz describes it as altering languages within a single speech event Understanding these differences is essential for grasping the complexities of bilingual communication.
Code-mixing, as defined by Ayeomoni (2006), involves the integration of different linguistic elements, including affixes, words, phrases, and clauses This process occurs within a collaborative context where participants must align their auditory perceptions with their comprehension to grasp the intended meaning.
Code-switching and code-mixing differ primarily in their linguistic application; code-switching happens between sentences, or at the inter-sentential level, whereas code-mixing takes place within a single sentence, or at the intra-sentential level (Nguyen, T H., 2013).
Code-switching in ELT Classrooms
2.3.1 Students’ perceptions of code-switching
This section examines students' views on code-switching in English-targeted classes, highlighting that prior research has identified a mix of both positive and negative perceptions among students regarding this linguistic practice.
Positive perceptions of code-switching
CS perception, as defined by Pickens (2005), refers to how individuals interpret their responses based on their knowledge, which may differ from the actual cause Recent studies (Jingxia, 2013; Ma, 2014) indicate that university students generally prefer code-switching during both in-class and out-of-class interactions This practice is recognized as a beneficial learning tool, helping students communicate effectively with peers and reducing anxiety related to the target language (Xu, 2010; Younas et al., 2014).
According to Younas et al (2014), code-switching serves as an effective tool for enhancing the memorization of new information, as evidenced by a study involving business students at a Pakistani university, where 98% of participants reported its benefits Similarly, research by Bahous, Bacha, and Nabhani (2011) in Lebanon indicates that students utilize code-switching to expand their understanding of various terms and meanings, further supporting its role in the learning process.
Students view code-switching positively as it enhances their ability to learn two languages simultaneously (Jingxia, 2013; Ma, 2014) In bilingual environments, teachers can utilize students' first language for explanations, leading to increased engagement and interest in learning English when L1 is permitted and actively used (Ma).
Research by Nadeem (2012) highlights the benefits of incorporating two languages in lessons, emphasizing that code-switching can enhance content knowledge and skill development Overall, the findings advocate for the use of students' first language (L1) alongside the target language to improve learning outcomes.
Research indicates that fostering understanding among peers can help students assess the usefulness of code-switching in their learning experiences A study revealed that approximately 36% of students believe they gain advantages from code-switching by exchanging experiences with their classmates.
Research by Sampson (2012) highlights that code-switching serves as a valuable tool for fostering relationships among peers This practice allows students to demonstrate solidarity and signify their belonging within a group, enhancing their connections with one another.
Finally, code-switching perceptions are explored in relation to the target language proficiency (Jingxia, 2013; Ma, 2012; Sampson, 2012) Code- switching refers to when students have low language proficiency in a language
Code-switching serves as a valuable tool for students to effectively communicate their messages (Ma, 2012) Teachers can leverage students' language proficiencies, utilizing code-switching to enhance the learning experience (Jingxia, 2013) However, research by Sampson (2012) indicates no direct correlation between code-switching and language proficiency, suggesting that it can occur regardless of whether a student has low or high proficiency in the target language These varying findings highlight that code-switching should not be exclusively associated with low proficiency levels.
Negative perceptions of code-switching
While there are positive perceptions of using a second language in education, negative views highlight significant barriers to language proficiency development These include distractions from first language (L1) acquisition and psychological obstacles that hinder learning Specifically, incorporating students' L1 during lessons conducted in a target language can adversely affect their proficiency in that language.
Bailey (2011) emphasizes that individuals with high proficiency in a target language often view code-switching as a barrier to further language development As students' proficiency increases, their concern for maintaining target language standards leads to a rejection of code-switching However, research by Javid, Al-thubaiti, and Uthman (2013) suggests that high-proficiency learners may still employ code-switching as a beneficial learning strategy Additionally, code-switching can serve as an effective instructional approach for teaching students with lower language proficiency.
In term of language proficiency, a further research shows that it also prevents students from developing their L2 For instance, Kharma and Hajjaj
A study by 1989 highlighted that the use of a learner's first language (L1) should be minimized in acquiring a second language (L2) to promote L2 competence Cook (2001) further argued that reliance on L1 can hinder L2 learners' exposure to the target language, limiting their opportunities to learn and practice English Additionally, language anxiety can create psychological barriers, leading to feelings of embarrassment and shyness when using the language (Bailey, 2011) Ultimately, while negative perceptions are less frequently identified than positive ones, they play a crucial role in informing the current study.
2.3.2 The functions of students’ code-switching
Code-switching serves various purposes in communication, allowing speakers to express themselves and influence situations, as noted by Trudgill (2000) Learners often utilize their first language (L1) as a strategy to navigate communication challenges and enhance the language learning process (Unamuno, 2008; Ellis & Shintani, 2013) Eldridge (1996) identifies key functions of code-switching: equivalence, floor-holding, reiteration, and conflict control The equivalence function helps students bridge gaps in their second language (L2) skills by using familiar terms from their native language Floor-holding occurs when learners experience fluency issues in L2, prompting them to code-switch to maintain communication flow Reiteration involves repeating L2 messages in their mother tongue for clarity, while conflict control addresses potential misunderstandings arising from cultural differences Canale and Swain (1980) highlight strategic competence, which enables learners to use communication strategies to overcome breakdowns in interaction Overall, employing L1 during L2 interactions is a natural psycholinguistic process that supports language production and facilitates meaningful verbal exchanges (Brooks & Donato).
In 1994, it was suggested that for beginner learners, their first language (L1) serves as a valuable starting point for idea exploration and generation Utilizing L1 is thought to enhance the language learning process by acting as a 'buffer,' which helps learners gradually engage with and understand the second language (L2) system (Auerbach, 1993).
Code-switching plays a crucial role in facilitating communication among learners, particularly when they struggle to express themselves (Skiba, 1997) From a Vygotskyan perspective, the first language (L1) serves as a vital tool for mediating interactions both between learners (inter-psychological) and within themselves (intra-psychological) (Anton & DiCamilla, 1999) Intra-psychologically, L1 is expressed through private speech that helps regulate the learner's cognitive processes Inter-psychologically, L1 acts as a supportive resource among peers, enabling them to assist one another within their zone of proximal development (ZPD) Harbord (1992) emphasizes that students' use of code-switching to provide L1 explanations enhances peer learning and collaboration.
Research indicates that students naturally engage in language use during peer-group interactions without needing teacher encouragement Arthur and Martin (2006) found that students tend to favor the language they are most comfortable with, as this choice is seen as the most effective way to enhance understanding among peers.
The impact of code-switching in learning and teaching English
Code-switching offers students valuable opportunities for communication and improves their understanding, as noted by Ahmad (2009) Additionally, it saves time for teachers by eliminating the need to explain or search for simple words to clarify any confusion Research by Promnath supports these findings.
Research from 2016 indicates that code-switching significantly enhances students' understanding and learning experiences By allowing students to alternate between languages, it not only saves time but also boosts their confidence and comfort levels in the classroom This practice is particularly beneficial for lower-performing students, enabling them to grasp lessons more effectively than if they were limited to English alone Furthermore, code-switching alleviates stress, as students can seamlessly switch to Thai when struggling to articulate their thoughts in English Additionally, this approach aids in classroom management and fosters discussions around morality and ethics.
Code-switching involves assimilation and accommodation processes that help learners develop meaningful cognitive sets, forming logical connections and organizing material effectively By utilizing advanced organizers, such as general concepts, students can better understand and retain new information This approach not only enhances long-term retention but also facilitates quicker retrieval of knowledge, ultimately contributing to the development of the student's cognitive structure.
Simasiku (2015) observes that the use of the mother tongue in English medium classrooms serves multiple purposes beyond classroom management, including language analysis, grammar rule presentation, cross-cultural discussions, and error explanations He recognizes code-switching as a valuable resource that enhances learners' understanding and comprehension, ultimately improving their examination performance Additionally, it fosters increased learner participation, which is essential for academic success and cognitive development.
Previous studies on code-switching
Numerous studies on code-switching have been conducted internationally, including a notable research by Shartiely (2016) that examines the use of English and Swahili in classroom interactions at the University of Dar es Salaam The study involved eight lecturers teaching first-year students and revealed that they employed both inter- and intra-sentential code-switching for various purposes These included fostering engagement with students, translating concepts, explaining material, managing classroom behavior, and encouraging student participation.
In the Vietnamese educational context, research on teachers' code-switching in English classrooms is limited, despite its prevalence Nguyen (2013) investigated this phenomenon among EFL teachers, focusing on a specific cultural group that employed code-switching in their instruction Data were gathered through interviews, class recordings, and observations involving 12 teachers The findings revealed that teachers frequently utilized code-switching during English instruction, influenced by their educational backgrounds, teaching styles, and student motivation The study recommended that while code-switching can be beneficial, teachers should avoid excessive translation from English to Vietnamese in EFL settings.
A study conducted by Nguyen, T P (2012) examined code-switching (CS) in casual conversations between Vietnamese and English speakers The research highlights that conversational participants engage in code-switching to enhance communication and fulfill interactional goals, demonstrating its effectiveness as a resource for bilinguals.
Research on code-switching (CS) in the Vietnamese-English context highlights its significance in various social settings Thai (2006) explored CS within the Vietnamese community in Australia, emphasizing its role in identity affirmation Nguyen Ha Quyen (2011) found that Vietnamese teenagers utilized CS to maintain privacy and share information, serving both personal expression and social dynamics Tran (2013) examined CS as a vital communication tool in workplaces, concluding that it is an essential component of bilingual interaction and enhances the work experience More recently, Hoang (2016) investigated CS in a vocational English class at Hue Tourism College, revealing that students' enthusiasm for learning vocational English and participation in class activities led to improved outcomes in second language acquisition.
Research consistently shows that code-switching is essential not only in the workplace but also in educational settings Nguyen (2013) highlights that incorporating Vietnamese in the classroom significantly aids teachers in enhancing students' comprehension.
C N T (2016), code-switching helped students love vocatioal English much more which motivate them in participating in class activities Although there are many studies on CS for both teachers and students, not many mention about how students use code-switching in vocational English class at university as well as the frequency of each type of code-switching It it the reason that motivates us to carry out this study on “An investigation into code-switching by EFL students in Information Technology classes at Phu Xuan University, Hue city”.
Chapter summary
In conclusion, the researcher highlights the work of previous scholars to address the research problem, providing definitions of code-switching (CS), its distinctions from other language changes, and its various types and impacts Most existing studies globally offer valuable insights into students' use of code-switching in English as a Foreign Language (EFL) classrooms; however, there is a notable lack of research on how code-switching influences student learning within the Vietnamese context, particularly among information technology majors This study aims to investigate the use of code-switching by EFL students in Information Technology classes at Phu Xuan University, intending to bridge this research gap The following chapter will outline the methodology employed in this study.
METHODOLOGY
Research method
This research primarily employed a quantitative approach, which, as defined by Myers (1997), focuses on the collection and analysis of numerical data and statistics To ensure the reliability and validity of the study, Glense and Peshkin (1992) emphasize the importance of these aspects in the research process.
Quantitative methods, grounded in the positivist or scientific paradigm, view the world as consisting of observable and measurable facts This study involves the creation and distribution of carefully designed questionnaires to students to ensure the collection of reliable results.
In this dissertation, we adopt a qualitative approach to gain diverse insights from our target audience As noted by Maykut and Morehouse (1994), qualitative research focuses on understanding human behavior through detailed examination of individuals' words, actions, and records Our qualitative data is derived from both observations and interviews conducted during the study.
Subjects
This study involved 20 third and fourth-year IT students from Phu Xuan University, who voluntarily completed a researcher-administered questionnaire To enhance the reliability of the results, interviews were conducted with select students, yielding valuable insights and comments that contributed significantly to the research.
The participants were chosen randomly in order to guarantee the objectiveness of this study.
Data collection
Data for this study were collected through questionnaires, interviews and observation (Recording)
The researcher developed questionnaires in both Vietnamese and English to accommodate the low English proficiency of students A Vietnamese version was administered to 20 IT students from the K13 and K14 cohorts at Phu Xuan University, taking them 10-15 minutes to complete The 15 questions addressed three key areas: students' perceptions of code-switching for learning English, the application of code-switching in vocational English classes, and the advantages and disadvantages of this approach Additionally, the study gathered suggestions to help overcome challenges associated with code-switching in English learning.
In the 2018-2019 academic year, interviews were conducted with nine fourth-year IT students at Phu Xuan University following their completion of vocational English courses The interviews, featuring ten questions each, aimed to gather genuine insights on code-switching from the students, utilizing Vietnamese due to their low English proficiency This one-on-one approach allowed for a deeper understanding of three key areas: the students' perceptions of code-switching, their usage of it in an IT context, and its effects on their vocational English learning.
Each interview lasted 10 minutes and semi-structured interviews were also used as an interview guide with some questions developed in advance
The study was conducted in an IT class during vocational English periods, where students engaged in vocational English for two weeks from January 14 to January 25 Over this period, they attended 15 theory lessons, 15 practice sessions, and 10 review periods, utilizing the course book "English for Information Technology 1," published by PEARSON in 2011 A total of 30 periods were dedicated to observing teacher activities, student practice, and review corrections Data collection involved observations, recordings, and transcriptions, with the researcher acting as a complete observer to analyze code-switching among IT students in real situations Prior to the observations, consent was obtained from the teacher, and detailed notes were taken to capture essential information To document code-switching instances, lessons were recorded using a smartphone, providing data on various communicative situations and actions.
Data analysis
The data analysis utilized primarily quantitative methods, focusing on responses from questionnaires and interviews, as well as recorded data, which were evaluated through statistical frequency and percentage The findings were then systematically presented in numerical form and tables Descriptive statistics were employed to interpret the participants' responses effectively.
The researcher conducted 30 hours of observation as a complete observer in lessons, collecting data until January 25th Following data collection, semi-structured interviews lasting 10-15 minutes were recorded using a mobile phone The audio recordings were then uploaded to a personal computer for transcription, allowing the researcher to analyze spontaneous speech patterns of code-switching (CS) during classroom activities The recorded lessons were transcribed and organized into conversations, enabling the identification of CS patterns based on Poplack's (1980) framework.
Procedure
The research procedures involved several key steps: initially, the researcher identified the student sample, followed by an observation of IT students during their vocational English course at Phu Xuan University on January 14th, covering two-thirds of the course duration Subsequently, questionnaires were distributed to the IT students, accompanied by interviews after course completion Prior to the questionnaire, the researcher took 5-10 minutes to explain code-switching and its three types, allowing students 10-15 minutes to respond For the interviews, students recorded their answers on mobile phones, with each interview lasting about 10 minutes The data analysis involved calculating frequencies and percentages from the collected questionnaire and interview data, leading to the final findings and conclusions.
Chapter summary
This chapter defines qualitative and quantitative methods, detailing a three-month data analysis process involving 20 IT students It describes the data collection and analysis methods, including questionnaires, classroom observations, and interviews, which provided deeper insights into students' feelings and attitudes towards code-switching in the EFL classroom.
The next chapter will present the findings and discussion.
RESULTS AND DISCUSSION
Introduction
This chapter analyzes data gathered from questionnaires, audio recordings, and interviews with Information Technology students in vocational English classes, referencing the literature review from the previous chapter It is organized into four sections: the first describes students' perceptions and attitudes toward code-switching (CS) in learning vocational English; the second explores the types and functions of CS; the third discusses the benefits of CS; and the final section offers suggestions for effectively incorporating CS in the classroom.
Findings
4.2.1 Students’ perceptions and attitudes towards code-switching in learning vocational English
4.2.1.1 Students’ knowlegde of understanding code-switching concepts among other language changes
To enhance students' understanding of code-switching, we included a brief note defining the concept and its various types in the questionnaire The survey results indicated that most participants were familiar with the term "code-switching" and could distinguish it from other language changes After providing examples to assess their knowledge, an impressive 95% of students answered correctly, demonstrating their awareness of code-switching and their ability to identify it Only one student misidentified code-switching due to confusion with borrowed words.
In the first scenario, students expressed their thoughts by rephrasing the sentence, stating, "Let's reinstall this software; it's outdated now!"
- “Set up phần mềm này mình với It’s out of date now!”
In the second scenario, the terms "Pop" and "Rock" have been adopted from English and have become widely recognized within the community's vocabulary, classifying them as loanwords.
- “Mày thích nhạc Pop hay Rock?”
4.2.1.2 Frequency of using code-switching in vocational English classes
A recent questionnaire on code-switching frequency among students revealed that it is the preferred technique for many Notably, 5 out of 20 surveyed students, representing a quarter of the total, indicated they frequently use code-switching in English classes due to its convenience The majority, 13 students, reported using code-switching "sometimes" during practical tasks, while only 2 students seldom employed this technique, citing a lack of familiarity with English Observations in vocational classes showed that students often integrated Vietnamese IT terms, such as “ROM, RAM, CPU, and website,” into their discussions, highlighting the prevalence of code-switching, as each student utilized it at least once per lesson.
To explain IT students’ frequency, use of code-switching, there were some reasons listed in table 4.1 below
4.2.1.3 Purposes of using code-switching in vocational English classes for
Code switching and code mixing are influenced by the speaker's motivations, which play a crucial role in the process Hoffman (1991, p.116) identifies several reasons why bilingual or multilingual individuals may choose to switch or mix languages.
Table 4.1 Purposes of using code-switching in vocational English classes for IT students
Agree Agree Normal Disagree Strongly
To explain some IT specialized terms 30 6 55 11 15 3 0 0 0 0
To talk about a particular topic 30 6 50 10 10 2 10 2 0 0
To repeat in order to clarify and emphasize something for interlocutors
To soften or strengthen a request or command 25 5 40 8 20 4 15 3 0 0
To meet a real lexical need 20 4 50 10 20 4 10 2 0 0
To exclude others when a comment is intended for an exclusive audience
The analysis reveals several factors influencing students' use of code-switching, with 95% of participants employing it to clarify and emphasize points for their interlocutors Only one student felt neutral about this practice According to Eldridge (1996), code-switching serves to reinforce or clarify messages that may not have been understood in the initial language This technique often involves repeating a message in the mother tongue to ensure comprehension The reasons for this practice include the possibility of not conveying the exact meaning in the target language or the belief that switching languages enhances understanding Additionally, 85% of students used code-switching to explain IT-specific terms, while 80% did so to discuss particular topics, often resorting to English jargon or acronyms when they struggled to express themselves in Vietnamese Overall, these findings highlight the strategic use of code-switching among students to bridge language gaps and enhance communication.
CS might create a comfortable environment for the interaction and bring benefits to the interlocutors A reveal from one student in an interview was shown as follows:
“There are some reasons why I switch code However, the main reason
Many technical terms in English can be challenging to express in Vietnamese, leading me to use code-switching to facilitate conversation In urgent situations, I find that code-switching allows me to communicate more comfortably and naturally.
Students in the Information Technology field are well-acquainted with using Computer Science (CS) to discuss specific topics This familiarity is evident through practical tasks completed in vocational English classes.
Student A: “Website mày tạo hôm qua có ổn không? Mày thử check có bao nhiêu user log in website mỗi ngày?”
Student B: “OK, để check thử xem.”
Students frequently use English terms like "website," "user," "log in," and "check" when discussing familiar topics such as websites These English words are commonly found on most websites and are considered technical terms that sound more natural in English than in Vietnamese.
Code-switching serves as an effective tool for expression and clarification, particularly when used as interjections or sentence fillers (Gumperz, 1982) In a study involving 20 subjects, 14 participants frequently incorporated English interjections into their speech During conversations in the target language, students often resorted to their native language to bridge gaps when they struggled to recall the appropriate vocabulary or structures This mechanism appears to help students maintain communication despite their limited fluency in the target language Additionally, code-switching can be triggered by phrases such as "you know," "by the way," and "anyway," as well as conjunctions like "so."
“then”, “ok” to frame the discourse, to make the topic discussion smoothly
- “Hey, shut down laptop đi rồi về kìa, by the way, nhớ lưu file ở desktop cho dễ tìm nhé”
- “You know, monitor của you không hiện lên là do sợi cable bị hở kìa, thử plug in chặt vào xem sao!”
Code-switching often serves as a quotation mechanism, encompassing both direct quotes and reported speech (Gumperz, 1982) This practice allows speakers to repeat another's words, preserving the original meaning and phrasing Hoffman (1991) notes that individuals frequently enjoy quoting well-known figures or expressions In a recent survey, 50% of students reported using code-switching to quote others when expressing common phrases, while 5 students disagreed, indicating they utilized code-switching for different reasons.
In our society, communication varies significantly between community members and outsiders Code-switching serves as a tool for expressing group identity within each community Notably, all students in IT classes share a common background, highlighting the importance of understanding these dynamics in diverse educational settings.
In Vietnam, the shared culture, language, education, and customs among students contribute to a lack of code-switching, with 9 out of 20 students expressing disagreement or strong disagreement on the matter Additionally, Saville-Troike (1986) highlights that bilingual and multilingual individuals may switch languages to soften or strengthen requests and to fulfill specific lexical needs.
- Student A: “Could you pass me the keyboard, nhanh nào?”
- Student B: “Ok, here you are.”
The participant code-switched to Vietnamese, using the phrase "nhanh nào" to urgently request his friend to hand over the keyboard This expression not only reinforced his request but also highlighted the immediate need for action.
According to Table 4.1, two significant reasons for language switching among bilinguals are "softening or strengthening requests or commands" at 65% and "meeting real lexical needs" at 70%, indicating that many participants find it necessary to switch languages A common motivation for bilinguals, such as English-Vietnamese speakers, is the absence of equivalent vocabulary in one language; for instance, if they cannot find a word in Vietnamese, they will opt to use the English term, and vice versa This phenomenon is particularly evident in discussions involving technical topics.
Chapter summary
This study investigates IT students' perceptions of code-switching in vocational English classrooms, revealing that most students regularly employ code-switching for its convenience The primary reasons for code-switching include clarifying and emphasizing points, explaining IT-specific terminology, and enhancing expression with interjections like "you know" and "by the way." Additionally, students use code-switching to quote others and to soften or strengthen requests However, expressing group identity was less favored among students The survey indicated that students found code-switching beneficial in English classes, as it boosted their confidence and facilitated continuous conversation The low overall English proficiency in IT classes led to misunderstandings when teachers used only English, resulting in students being unsure about lesson content and struggling to express themselves Conversely, when teachers code-switched, students reported a better understanding of tasks and an improved learning experience.
Students engage in three distinct types of code-switching, with tag-switching being the most favored in classroom settings This form is utilized for making exclamations, signaling to listeners, and emphasizing points within discourse Each type of code-switching serves different purposes; for instance, intra-sentential switching helps clarify difficult vocabulary and pronunciation, emphasizes key concepts, bridges gaps between languages, and expands on ideas Conversely, inter-sentential switching is employed to explain new cultural concepts, clarify through repetition, confirm information, or exclude others from the conversation The study highlights that while there are both benefits and drawbacks to code-switching among IT students, the advantages significantly outweigh the disadvantages.
The findings indicate that code-switching is essential for IT students learning vocational English, serving as a strategy to navigate communicative barriers due to limited proficiency in the target language Students utilize code-switching while interacting with peers and teachers, particularly during collaborative discussions, where it acts as a peer scaffolding technique By incorporating their first language, students provide mutual support and guidance, making code-switching an effective tool for enhancing their English learning experience.
In conclusion, code-switching positively impacts both learners and teachers by enhancing learners' confidence and engagement in English learning This practice enables students to communicate their thoughts more accurately and speak English with greater fluency Consequently, the use of code-switching significantly improves their overall language skills.
Chapter Five will summarize the research findings and offer recommendations to improve the use of code-switching in English learning for IT students in EFL classes It will also address the limitations of the current study and provide suggestions for future research.