This research investigated the perceptions of both teachers and students on the use of code-switching in English as a Foreign Language (EFL) classrooms in inner Mongolia and Tibet regions in China, providing evidence of the challenges, pros, cons, and possible opportunities of the usage of code-switching in EFL classrooms. Both quantitative and qualitative data collection methods through questionnaires were employed to address the research questions. Surveys were conducted on fifty Tibetan English language learners (TELLs), six EFL teachers in the Tibet region, and fifty Mongolian English Language Learners (MELLs), nine English teachers in Inner Mongolia, and were analyzed using both descriptive and inferential statistical techniques and thematic analysis. The findings revealed that all teachers utilized code-switching in their teaching practice primarily when teaching grammar for clarification purposes, and the potential negative consequences of code-switching are predominantly denied by learners from both areas. This study contributes to the growing line of research on code-switching in EFL classrooms in multilingual contexts and highlights the need for further research on the different perceptions held by teachers and students. The findings suggest that a more nuanced use of code-switching will bring more opportunities for improvements in English language learning.

Authors:
Qingzeg Zhuoma, Qinghai University, China
Suri Guga, University Sains Malaysia, China

About the Presenter(s)
Ms QINGZEG ZHUOMA is a School Teacher/Instructor at English Department, Hainan Number One Nationalities High School, Hainan Tibet Autonomous Prefecture, China in China

See this presentation on the full schedule – Saturday Schedule

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