International Journal of Research in English Education
ژورنال بین المللی تحقیقات در آموزش انگلیسی
IJREE
Literature & Humanities
http://ijreeonline.com
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2538-4015
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10.52547/ijree
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jalali
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gregorian
2022
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online
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fulltext
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Code-switching in Vietnamese EFL Context: Attitudes of Vietnamese ELF Teachers, Educators, and Students
Code-switching in Vietnamese EFL Context: Attitudes of Vietnamese ELF Teachers, Educators, and Students
تخصصي
Special
پژوهشي
Research
<span style="font-size:10.0pt;">This study </span><span style="font-size:10.0pt;">aims to </span><span style="font-size:10.0pt;">investigate </span><span style="font-size:10.0pt;">university </span><span style="font-size:10.0pt;">students’, teachers’ and educators</span><span style="font-size:10.0pt;">’</span> <span style="font-size:10.0pt;">attitudes </span><span style="font-size:10.0pt;">toward the use of code-switching (CS) in the </span><span style="font-size:10.0pt;">Vietnamese </span><span style="font-size:10.0pt;">EFL context. It also measure</span><span style="font-size:10.0pt;">s</span><span style="font-size:10.0pt;"> the </span><span style="font-size:10.0pt;">relationship between</span><span style="font-size:10.0pt;"> students’ type</span><span style="font-size:10.0pt;"> and level</span><span style="font-size:10.0pt;"> of anxiety with their preferences toward CS. </span><span style="font-size:10.0pt;">Participants were five t</span><span style="font-size:10.0pt;">eachers and educators</span><span style="font-size:10.0pt;">, and 94</span> <span style="font-size:10.0pt;">non-English major </span><span style="font-size:10.0pt;">students from a university in Vietnam. Both quantitative (FLCAS by Horwitz et al., 1986) and qualitative (semi-structured interviews) research methods were used to gather data. </span><span style="font-size:10.0pt;">Results of the interviews </span><span style="font-size:10.0pt;">highlight that </span><span style="font-size:10.0pt;">b</span><span style="font-size:10.0pt;">oth </span><span style="font-size:10.0pt;">teachers and </span><span style="font-size:10.0pt;">students had positive attitudes toward CS, claiming CS as an effective tool. This finding was in agreement with previous research and supported the use of CS in some situations (e.g. explaining complex grammar or vocabulary; medium of instruction; checking for understanding; expressing terms with no equivalent in L1/L2; showing solidarity; disciplining students; encouraging/ aiding learning process; saving time; and aiding students with low level of English proficiency). It also highlights that avoidance of CS is impractical and a natural process in EFL context. However, the educators in this study showed different views, indicating CS may hinder students from learning L2.</span><span style="font-size:10.0pt;"> Results of the questionnaire survey </span><span style="font-size:10.0pt;">indicate a positive correlation between students’ type/level of anxiety and their preferences toward CS (r=.60). The results also reveal that students with high and moderate levels of anxiety preferred the use of CS in class to handle their test anxiety and fear of negative evaluation. Students with low anxiety, however, expressed negative views toward CS.</span><span style="font-size:10.0pt;"> Drawing upon the findings of this study, the article </span><span style="font-size:10.0pt;">presents the benefits of CS in EFL context, especially for students with anxiety. It also suggests teacher training courses in Vietnam to offer supplementary advice and information about the use of CS in EFL classrooms.</span><span style="font-size:10.0pt;"></span>
This study aims to investigate university students’, teachers’ and educators’ attitudes toward the use of code-switching (CS) in the Vietnamese EFL context. It also measures the relationship between students’ type and level of anxiety with their preferences toward CS. Participants were five teachers and educators, and 94 non-English major students from a university in Vietnam. Both quantitative (FLCAS by Horwitz et al., 1986) and qualitative (semi-structured interviews) research methods were used to gather data. Results of the interviews highlight that both teachers and students had positive attitudes toward CS, claiming CS as an effective tool. This finding was in agreement with previous research and supported the use of CS in some situations (e.g. explaining complex grammar or vocabulary; medium of instruction; checking for understanding; expressing terms with no equivalent in L1/L2; showing solidarity; disciplining students; encouraging/ aiding learning process; saving time; and aiding students with low level of English proficiency). It also highlights that avoidance of CS is impractical and a natural process in EFL context. However, the educators in this study showed different views, indicating CS may hinder students from learning L2. Results of the questionnaire survey indicate a positive correlation between students’ type/level of anxiety and their preferences toward CS (r=.60). The results also reveal that students with high and moderate levels of anxiety preferred the use of CS in class to handle their test anxiety and fear of negative evaluation. Students with low anxiety, however, expressed negative views toward CS. Drawing upon the findings of this study, the article presents the benefits of CS in EFL context, especially for students with anxiety. It also suggests teacher training courses in Vietnam to offer supplementary advice and information about the use of CS in EFL classrooms.
attitude, code-switching (CS), English as a foreign language (EFL), foreign language classroom anxiety (FLCA)
attitude, code-switching (CS), English as a foreign language (EFL), foreign language classroom anxiety (FLCA).,
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http://ijreeonline.com/browse.php?a_code=A-10-922-1&slc_lang=en&sid=1
Quynh Huong
Luong
Quynh Huong
Luong
quynhhuong.stteism@gmail.com
10031947532846002472
10031947532846002472
Yes
Graduate School of Humanities, Kanto Gakuin University, Japan
Graduate School of Humanities, Kanto Gakuin University, Yokohama, Japan