Saudi EFL learners' attitudes towards Arabic-English code-switching

At Imam Muhammad ibn Saud Islamic University, a quantitative study on Arabic-English codeswitching was conducted with 150 Saudi EFL learners. This study primarily draws from Myers- Scotton’s Markedness Model of code switching, while L2 Motivational Self-System was also used as interpretive lens. Using a structured questionnaire, primary data was collected through systematic random sampling with 33% response rate demonstrating acceptable construct validity (KR-20 = 0.74). Results showed a functional-institutional duality in learners' attitudes in the female-dominant sample, there was strong agreement that comprehension (88.8%) and vocabulary (85.4%) would benefit. However, only a small percentage backed its formal promotion in classrooms (48.8%). This gap suggests that students value code-switching as a helpful aid in certain situations but are cautious about relying on it too much or showing reservations about its systematic institutionalization. There was no significant difference in gender attitude towards code-switching despite unequal sample size (female = 90.7%, male = 9.3%). The study concludes that Saudi EFL learners consciously endorsed code-switching due to its immediate pedagogical and affective benefits while being cautious about institutionalized use. This is in line with Vision 2030’s goal for long-term engagement with English. These finding provide empirical groundings for designing balanced strategies that facilitate code-switching comprehension.