The Effect of Teachers’ Code-switching on Students’ Vocabulary Retention: A Case Study of First Year Students at Djouhri Ali Elkhouni and his Brothers Middle School, Bouira

Abstract

The present study investigates the effect of teachers’ code-switching on the vocabulary retention of first-year middle school learners. It is guided by the following research questions: What is the effect of teachers’ code-switching on students’ vocabulary retention? Is there a significant difference in vocabulary retention between students taught through code-switching and those taught through English-only instruction? What are teachers’ perceptions and reasons for using code-switching during vocabulary instruction? In line with these questions, the following hypotheses were formulated: Teachers’ code-switching has a significant effect on students’ vocabulary retention, and there is a significant difference in vocabulary retention between the experimental and control groups. A quasi-experimental design within a mixed-methods approach was adopted. The quantitative component involved a pre-test and a post-test administered to two intact EFL classes, each comprising 34 students. One class was assigned as the experimental group and received instruction with code-switching, while the other served as the control group and received English-only instruction. The qualitative component included classroom observations and semi-structured interviews with four English teachers to explore their perceptions and classroom practices. The results of the pre-test and post-test revealed statistically significant differences between the experimental and control groups, with higher performance observed in the experimental group. Findings from the interviews revealed that teachers perceive code-switching as a useful strategy that facilitates vocabulary explanation, reduces learner anxiety, and supports comprehension and retention. The study concludes with pedagogical recommendations for teachers and suggestions for further research.