English Language Teachers' Code Switching in Class: ESL Learners' perceptions (Findings, Discussion, conclusion )

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D. FINDINGS  

             In this journal, the researcher uses the data were analyzed through descriptive statistics in SPSS. The frequency and percentage of the close-ended questionnaire responses show that 57,1% of participants believe that they understand lecture more easily when the teachers switches the code.  Moreover, 73,1% students agree that if teachers do code switching in the class, so it helps them in understanding new and the difficult vocabularies, concepts and ideas. Next, 64,1% participants are of the teacher's code-switching in task explanation helps the students understand the task better. Then, 57,7% participants consider that code switching is a good technique to motivate the students work in a subject. At last, 585,8% participants are in favor that teacher's code-switching facilities the learning process. In contrast, the are also responses that disagree with code switching. 82,1% students disagree that they get confused if the teachers switches to Urdu during lecture. In additional, 63,5% and 51,9% participants are of the opinion that code-switching does not weaken their overall language English language performance and performance in English language speaking skills respectively. Then, 72,4 % students do not agree that if the teachers do code switching, because it will make them unable to concentrate to lecture.

Beside that, several respondents were also asked about the advantages through open-ended questions. Some respondents states that teachers' code switching makes the lecture being interactive for students because through this the teachers can build the rapport with the students. Moreover, students also said that code switching makes the students closer to teacher and understand the lecture more easily. At last, because of code switching, it makes the lecture more interactive at times along with creating an aura of familiarity. So, everyone has different perspective to code switching.


E. DISCUSSION

                Code switching is one of an inevitable linguistic phenomenon of ESL/ EFL classrooms.  The data shows that the students at undergraduate level have positive attitudes towards teachers' code switching. In additional, respondents also view that teachers' code switching helps them the lecture easily. They also believe that code switching helps them in understanding the difficult vocabulary, concepts and ideas. Moreover, the students agree that teachers' code switching helps them to understand the task better. Jingxia (2010); Yao (2011) also found that teachers' code switching give students confidence to speak and participate in the class. Teachers' code switching give facilitates the learning process.

In contrast, there are some disadvantages were also identified from the data. Teachers' code switching tends to deviate students from their lecture and they consider it is disturbing. For most people assumpt that thinking skills of students who should have learned to think in L2 than relaying on translation from L1 to L2. Students rely on translating from one language to other. Then, understand what is being delivered thus code switching is giving an impact to think abilities of the students. Next, Tsukamoto (2012) claims that students have negavite perception of teachers' code switching.  Code switching by teacher in classroom deprives the students of opportunities to improve their listening skills in L2. Atl last by Krashen (1985) states that the excessive using of code switching considered as detrimental their own language skills.


F. CONCLUSION 

              Code-switching and code-mixing are frequently employed linguistic strategies in
multilingual classrooms such as in Pakistan. The study aimed to explore the perceptions of the
ESL/EFL learners towards teachers' code-switching in English classrooms during lecture.
It used a survey questionnaire which was consisted of 12 close-ended and 2 open-ended
questions to achieve the objective of the study. The data explained that students have positive attitude towards the use of L1 in classrooms in the form of code-switching but some respondents perceive the excessive use of code-switching as detrimental for their own language skills.


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