139,823 research outputs found
Teachersā Code-Switching in Classroom Instructions for Low English Proficient Learners
Due to the alarming signals of declining proficiency level among English Language learners in Malaysia, this study set
out to learn more about the learnersā perceptions of the teachersā code-switching in English Language classrooms. The
objectives of this study were to investigate a )learnersā perceptions of teachersā code-switching, b)the relationship
between teachersā code-switching and learnersā affective support c) the relationship between teachersā code-switching
and learnersā learning success and d) the future use of code-switching in studentsā learning. The study investigated 257
low English proficient learners attending Communication 1 proficiency course in a public university in Malaysia. A set
of questionnaire containing 20 items using 5-points Likert-type scale was administered to measure the presence of
code-switching in classrooms, the affective support and the learning success. The study proposed two hypotheses and
the hypotheses were tested using Pearson product moment correlation analyses. The study found that learners perceived
code-switching as a positive strategy due to the various functions it has. There are significant relationships between (1)
teachersā code-switching and learnersā affective support and (2) teachersā code-switching and learnersā learning success.
Learners also showed favourable support for future code-switching in the English classrooms. It is strongly believed
that teachersā code-switching is an effective teaching strategy when dealing with low English proficient learners
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