This study aimed to find out how code switching functions in EFL classes with native (NS)
and non-native speaker (NNS) teachers by using classroom observation and interview
methods. To reach this aim 162 B-level students and 8 teachers were observed for 16 audio-
recorded classroom hours in the School of Foreign Languages Department of a private
university. In addition, semi-structured interviews were carried out with all of the 8 teachers
who participated in the research and 37 students in groups of 4 to 7 from each of the observed
classes. NVivo technique was employed to categorise and store the data. The seven functions
(themes) which emerged from the utterances made during the interviews and the classroom
talks were; ‘motivating, activating and drawing attention’, ‘comprehending’, ‘feeling free
while expressing meaning’, ‘cultural orientation’, ‘naturality’, ‘negotiation’, and ‘feeling
secure and relaxed’. Results indicated that there were not many noteworthy differences
between the functions of code switching used by NS and NNS teachers. Both the NS and
NNS teachers switched to the students’ first language for purposes such as helping them
comprehend, feel secure and relaxed, motivating and activating them, drawing their attention,
and for orienting to their culture. On the other hand, the students’ switching to L1 served
comprehending, feeling free while expressing meaning, getting motivated and activated,
feeling secure and relaxed, cultural orientation, naturality and negotiating with the teacher.
Both NS and NNS teachers let the students switch to L1 but their second turns following the
students’ first turns in L1 were observed to be always in L2. It was concluded that students’
switching to L1 for functions such as naturality and negotiating which occurred both in the
NNS and NS teachers’ classes might involve some kind of resistance to using a foreign
language, thereby hindering target language learning, whereas other functions of code
switching might promote it
