Examining code switching preference by learners in ESL classrooms at Islamic Private University

Abstract

This study investigates code-switching preference by learners in English as a Second Language (ESL) classrooms at Sultan Ahmad Shah Pahang Islamic University. The use of code-switching in ESL classrooms is worldwide and affecting learners in English as a Second Language (ESL). Utilising a mixed-method approach, it explores preferences for code-switching in ESL settings. Quantitative data were gathered through surveys of students in private university. The results reveal that code-switching is preferable since it aids comprehension and promotes learning comfortability, contributing to a more supportive learning environment. The study concludes with recommendations for ESL instructors on strategically incorporating code-switching to maximize learning outcomes and student comfort