THE IMPACT OF CODE-SWITCHING IN AFFECTIVE SUPPORT AND LEARNERS’ SUCCESS IN PAKISTANI ESL CLASSROOMS AT UNIVERSITY LEVEL

IF 0.5 Q3 AREA STUDIES

Journal of Nusantara Studies (JONUS) Pub Date : 2023-01-31 DOI:10.24200/jonus.vol8iss1pp95-116

Nuzhat Nawaz, Aqsa Atta, Nayla Naseem

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Abstract

Background and Purpose: English is an official language of Pakistan and it is not only taught as a subject, but it is also used as a medium of instruction in Pakistan. However, students find English language learning a difficult experience. Their difficulties are compounded by monolingual English language teaching policies and their individual differences which are linked with their motivation, level of anxiety and confidence. This study aimed at finding out the relationship between code-switching and learners’ affective response and its impacts on attaining success in ESL classrooms. Methodology: Data for this mixed method study were collected through purposive sampling via questionnaires, interviews, and field notes from the students majoring in English at a private university in Pakistan. Quantitative data is analyzed throughSPSS whereas qualitatively the data is analyzed by using constant comparative technique. Findings: The findings unveil that code-switching is an effective teaching strategy in ESL classrooms to deal with the learning of vocabulary, comprehension of abstract concepts, the performance of a difficult task, participation in classroom discussions, and the clarity of concepts. Moreover, switching to L1 also gives them satisfaction, fosters attention span, creates enjoyment, and boosts confidence, resultantly their performance improves. Contribution: The study provides implications for stakeholders including teachers, teacher trainers and policy makers to introduce pedagogical code-switching in ESL classrooms to foster the motivation and self-confidence of the students. The study concludes that though code-switching carries benefits, however, it should be used strategically to improve learners’ performance. Keywords: Code-switching, affective-response, success, ESL classrooms. Cite as: Nawaz, N., Atta, A., & Naseem, N. (2023). The impact of code-switching in affective support and learners’ success in Pakistani ESL classrooms at university level. Journal of Nusantara Studies, 8(1), 95-116. http://dx.doi.org/10.24200/jonus.vol8iss1pp95-116

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大学阶段巴基斯坦语esl课堂语码转换对情感支持和学习者成功的影响

背景和目的:英语是巴基斯坦的官方语言，它不仅作为一门学科教授，而且还被用作巴基斯坦的教学媒介。然而，学生们发现英语学习是一种困难的经历。单语英语教学政策和与他们的动机、焦虑程度和自信有关的个体差异加剧了他们的困难。本研究旨在探讨语码转换与学习者情感反应之间的关系，以及语码转换对ESL课堂学习成功的影响。方法:本混合方法研究的数据是通过问卷调查、访谈和现场记录等有目的抽样的方式收集的，这些学生来自巴基斯坦一所私立大学的英语专业。定量数据通过spss进行分析，而定性数据通过使用恒定比较技术进行分析。研究发现:语码转换是ESL课堂中一种有效的教学策略，可以帮助学生学习词汇、理解抽象概念、完成困难任务、参与课堂讨论和清晰理解概念。此外，切换到母语也给他们带来满足感，培养注意力，创造乐趣，增强信心，从而提高他们的表现。贡献:本研究为包括教师、教师培训师和政策制定者在内的利益相关者在ESL课堂中引入教学语码转换以培养学生的动机和自信提供了启示。该研究得出结论，尽管语码转换有好处，但应该有策略地使用它来提高学习者的表现。关键词:语码转换，情感反应，成功，ESL课堂。引自:Nawaz, N.， Atta, A.， & Naseem, N.(2023)。大学巴基斯坦语ESL课堂语码转换对情感支持和学习者成功的影响。自然科学学报，8(1)，95-116。http://dx.doi.org/10.24200/jonus.vol8iss1pp95-116

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Journal of Nusantara Studies (JONUS) AREA STUDIES-

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