Teachers’ code-switching and students’ understanding in EFL classrooms

Abstract

This study explores the role of teachers’ code-switching in enhancing students’ understanding in English as a Foreign Language (EFL) classrooms using a literature-based research approach. Code-switching, defined as alternating between the first language (L1) and English during classroom instruction, is a common practice in multilingual learning contexts. Data were collected from a comprehensive review of research books, journal articles, and academic publications related to code-switching, language comprehension, and pedagogical strategies. The analysis focused on identifying the functions of code-switching, its effect on students’ cognitive and emotional engagement, and the balance between L1 support and exposure to authentic English input. Findings from multiple studies indicate that teachers primarily employ code-switching to clarify complex grammar and vocabulary, manage classroom activities, and maintain students’ motivation and emotional comfort. Strategic and moderate use of code-switching was consistently associated with improved comprehension and participation, while excessive reliance on the first language may limit students’ exposure to authentic English input and reduce opportunities for immersive learning. This literature-based study highlights that purposeful code-switching is an effective pedagogical tool in EFL classrooms and provides practical recommendations for teachers to balance English usage with selective L1 support. The study also identifies gaps in the current research, suggesting the need for further empirical studies on quantifying the optimal frequency and context of code-switching in different educational settings.