Effectiveness of Code-Switching in Pakistani University ESL Classroom: Action Research

Abstract

Code-switching (CS) in English Second Language (ESL) classrooms is among the most debated topics in educational circles. This study reports action research results addressing the effectiveness of code-switching as an ESL teaching technique for low-achiever undergraduate students of a private university in Lahore. The study includes 50 English language learners at the beginner level. The researchers conducted action research with that class using a CS teaching methodology for reading comprehension. For data collection, focused group interviews, questionnaires, and observations were incorporated. The findings suggest that CS is effective in three ways: It enhances understanding of the English content; Students feel more confident and responsive to comprehension-based questions; CS aids in creating a good rapport between the teacher and students. The research helped the researcher to improve the overall class environment resulting a productive teaching-learning process.