Practical teacher’s perception towards code switching in the English language classroom / Mohd Hasren Yusuf

This study sets out to learn more about the perception of practical teachers towards
Code Switching in the English language classrooms. The study investigated 55 practical
teachers from Universiti Teknologi MARA Melaka, who are TESL students doing their three
months practicum in schools in Melaka. They experienced teaching different levels of
students’ proficiency and this led them to code switch. A set of questionnaire containing 20
items using the 5-points Likert-type scale was administered to measure the presence of codeswitching
in classrooms, the affective support and the learning success. The study proposed
two hypotheses which were tested using Pearson product moment correlation analyses. The
study found that practical teachers perceived code-switching as a positive strategy due to the
various functions it has. There are significant relationships between teachers’ code-switching
and learners’ affective support and teachers’ code-switching and learners’ learning success.
Teachers also showed a favourable support for future code-switching in the English
classrooms. It is strongly believed that code-switching is an effective teaching strategy when
dealing with low English proficient learners