Code switching as a grammar teaching strategy in Saudi Arabian EFL classrooms

Research into code switching can be categorized into five study approaches: the grammatical approach, the sociolinguistic approach, the psycholinguistic approach, the conversation approach and the pragmatic approach. Among these approaches, in recent years linguistic researchers have shown a growing interest in investigating the use of code switching from a grammatical angle, especially in English as a foreign language (EFL) classrooms. Subsequently, in many geographic and ethnic contexts, researchers have found code switching (CS) to be a potentially effective way to improve language learning. Some researchers have also found code switching to be a useful metalanguage tool for enhancing students’ understanding of the target language in the EFL classroom. However, opinions about using code switching in EFL learning are polarised, and, in some cases, the use of code switching in the language classroom is considered to be a stigmatised practice. Keith Gilyard suggested that it is a form of enforced educational schizophrenia, while Young contends that code switching breeds linguistic confusion. Similarly, some language teachers find switching languages in the same sentence unacceptable and a demonstration of semi-lingualism in the classroom. This research investigated whether code switching is an effective grammar learning strategy in the EFL classroom. Language learning strategies are difficult to make generalisations about and vary greatly from one ethnic and gender group to another, and Saudi Arabian female EFL learners are underrepresented in the academic literature. Therefore, this research focused on Saudi Arabian female EFL learners to find out whether code switching can help them to more effectively learn grammar. Two university EFL classrooms were selected for the experiment: in one class, the teacher conducted more CS (in more than 60% of teacher talk), and, in another class, the teacher conducted less CS (in around 1% of teacher talk). Based on the results of pre- and post-tests in these two classrooms, it was found that using CS was not an effective grammar learning strategy for Saudi Arabian female EFL learners. Although these results do not support using CS, an attitude survey conducted among students found that students do prefer their teachers to code switch and they also think that they learn more when the teacher switches code. The findings of this research may be useful in helping teachers in Saudi Arabian EFL classrooms to modify their practices in order to enhance student learning