Code-Switching in Conversation Classes: Students' Perspectives on its Use and its Role in Maintaining the Flow of Ideas

التناوب اللغوي في حصص المحادثة: وجهات نظر الطلاب حول استخدامه ودوره في الحفاظ على تدفق الأفكار.

Abstract

This study explored the use of code-switching in conversation classes at the Faculty of Arts, Elmergib University. The research aimed to understand why students use their native language during English conversation classes and to explore their perspectives on this practice. A qualitative methodology was employed, utilizing observation sessions and semi-structured interviews as the primary data collection tools. Three observation sessions were conducted, each focusing on a different theme: English language learning, culture and customs, and personal experiences. In addition, interviews were conducted to gain a deeper understanding of students' perspectives and motivations. The results showed that code-switching ​​is common among English language learners. Students resorted to Arabic when encountering vocabulary difficulties, to express emotions, to explain complex ideas, to discuss culturally sensitive topics, or to maintain the flow of conversation. The results also showed that the frequency of language switching varied depending on the topic of discussion, with increased use during conversations related to culture and personal experiences. Furthermore, second-year students used code-switching more frequently than third-year students, suggesting that academic experience may reduce reliance on the native language. The interview results showed that most students considered code-switching ​​a useful strategy that facilitated participation and learning, although some students felt that excessive reliance on code-switching ​​might hinder the development of their English-speaking skills.