INVESTIGATING THE USE OF CODE SWITCHING BY UPB STUDENTS IN SPEAKING CLASS

Abstract

The mastery of speaking proficiency remains a fundamental objective within English as a Foreign Language (EFL), demanding learners to articulate complex cognitive processes in real-time. However, EFL learners frequently encounter linguistic barriers that prompt the phenomenon of code switching. This study aims to identify the types of code switching utilized by UPB students of IAI Darul Ulum during speaking classes and to investigate the underlying factors that influence this linguistic behavior. Employing a qualitative descriptive research design, data were gathered through classroom observations, semi-structured interviews, and the documentation of audio-visual recordings. The findings reveal that students predominantly utilize intra-sentential switching, followed by inter-sentential and tag switching. Furthermore, the primary factors driving this practice include a deficiency in target language vocabulary, episodes of nervousness, the necessity for semantic clarification, and entrenched bilingual habits. The study concludes that code switching functions as a cognitive and communicative scaffold rather than a mere linguistic deficit.