Exploring the Role of Code-Switching in Fostering Classroom Interaction in EFL Contexts at the University of Larbi Tebessi Tebessa in Algeria The Case of Second Year Students of English LMD

Abstract

Code-switching, as a sociolinguistic phenomenon, became prevalent in Algerian English as Foreign Language (EFL) classrooms at all levels, especially beginners. This study seeks to address the following research questions; a) Do EFL teachers and students code switch? b) What

are the reasons behind using code-switching in EFL classroom interactions? c) Does code- switching improve interaction and comprehension between students and teachers in EFL

classroom context? The raised questions led to assume that Algerian EFL teachers and students engage in code-switching because it fosters classroom interaction and facilitates comprehension. This research aims to explore the existence and reasons behind the use of code-switching between English, French, and the native language Arabic in classrooms. The main objective is investigating the role of code-switching in facilitating interaction and comprehension in the EFL classroom context. To achieve this, a qualitative approach is adopted. A survey is conducted to collect numerical and non-numerical data through distributing two questionnaires to a sample group of second-year students (group three 03), consisting of 35 participants, and all the teachers of English at the University of CheikhLarbiTebessi_DridAbdelmadjid-Pole, Tebessa (Department of English). Additionally, observations are made on the same group. The findings indicated that code-switching is an effective strategy for bridging lexical gaps and enhancing comprehension and communication among teachers and students. The qualitative and descriptive analysis supported these findings. It is recommended that classroom code-switching should be used to improve students' interaction and comprehension, as it serves several functions that promote the acquisition of foreign languages in Algerian EFL classroom contexts.