THE POSITIVE INFLUENCES OF CODE-SWITCHING ON SECOND LANGUAGE LEARNING OF TESL UNDERGRADUATE STUDENTS AT A PRIVATE UNIVERSITY IN IPOH

Abstract

Code-switching, the practice of alternating between two or more languages within a conversation or discourse, has long been recognized as a valuable tool for English as a second language (ESL) learners to acquire a second language. However, its utilization is often met with contradicting views due to its perceived negative influences. Hence, this study aimed to investigate the positive influences of code-switching towards the second language learning of Teaching English as a second language (TESL) students at a private university in Ipoh. Through qualitative research, consisting of interviews with seven students enrolled in TESL programs for two to three years. The data showed that the participants acknowledged several benefits, including enhanced understanding of a second language, motivated learners to learn a second language, motivated learners to speak English with others, and improved engagement and focus during lessons. The results are hoped to address the concerns of the potential negative influences of code-switching on English as a Second Language (ESL) learning and serve as a foundational resource for educators to make informed decisions about integrating code-switching as a teaching and learning strategy in ESL classrooms.