i

An Investigation into Code-Switching by EFL

Students in Information Technology Classes
at Phu Xuan University, Hue City

Nguyen Thi Thanh Thanh

Phu Xuan University

thanhthanhnguyen204@gmail.com
 CHAPTER 1
INTRODUCTION
1.1 Rationale
1.1.1 Background of the study
Working as an English teacher at Phu Xuan University, I often encounter many
problems of the department regulations on the fact that teachers should only use
English in classrooms when giving English courses. In reality, Vietnamese teachers
feel unconfident using the target language when explaining the complicated contents as
well as difficult terms in the textbook. Besides, students also get frustrated when they
cannot understand what their teachers say, and then they feel bored. In order to find the
solutions for this issue, all teachers in English department of Phu Xuan University
agree to arouse students’ interests in learning English by maximizing the use of
English and minimizing the use of local languages in classroom. Recently, many
researchers have studied the use of more than one language in EFL classrooms. Lai
(1996) conducted research on teacher’s code-switching in Senior High School
classroom in Taiwan for his Master degree. In addition to his focus on the types and
functions of switching code, the questions of how, when and why English as a foreign
language (EFL) teachers used code-switching in English classes were raised and
examined in his study. Lin (1990) carried out the research in Hong Kong to examine
teaching in two languages. She particularly looked at the language alternation in
twenty-four junior form English lessons of four teachers from different secondary
schools. In fact, code-switching has intrigued significant interests among many
scholars for the past several decades. However, few studies have been done to analyze
the use of code-switching by students in Vietnam, especially in the Information
Technology major. Therefore, the present study has attempted to bridge the gap by
examining the code-switching occurrences of EFL students in IT classes when English
is their foreign language and Vietnamese is their mother tongue.
According to Reyes, I. and Ervin-Tripp, S. (2002), CS is a specific type of
strategy for discourse organization in the use of bilingual languages in a
conversational. Besides code-switching, we also borrow lexical single items or words
in bilingual interaction, which is found out in a variety of styles among bilingual
speech communities. However, little attention has been given to the way how the use
of lexical borrowing has an effect on the development of communicative competence
in young children who are still learning an L2 and achieving bilingual competence.
As pointed out by Poplack (1980), code-switching seems to be used by those
individuals whose language skills in both languages are balanced. Therefore, code-
switching might be a good indicator of bilingual fluency in children who are still
learning English as their second language.
Code switching in the sociolinguistic field of foreign language teaching studies
was a major subject of scientific studies in the past. Recently, code-switching has
again attracted a considerable amount of researchers’ attention. It has become an
interesting phenomenon to study in particular the usage of language in society
because it is part of the development processes and the use of multiple languages (i.e.
bilingualism and multilingualism), the use of code switching usually occurs during
foreign language teaching-learning processes especially when studying English
based on the different backgrounds and reasons (Yusuf, 2009). Sert (2005, p. 1)
states “in ELT classrooms, code switching comes into use either in the teachers” or
the students’ discourse”. Code switching exists in English classrooms and has many
code variations. Hancock (1997, p. 217) further stresses “to promote communicative
competence, learners must get practice in communicative exchanges in the
classroom”. Hence, in order to improve communication competence in English,
i.e., students could speak English as fluently as possible; they should do more
exercises in English in the classroom. In reality, both teachers and students still
perform code switching or code mixing even at the highest levels of education for
various needs and objectives.
Various researchers studied code switching in a bilingual classroom over the
last two decades. The study of Eva Fachriyah about “The Functions of Code
Switching in an English Language Classroom” began with educational research into
the classroom interaction styles of language teachers. This study of code switching
has generally been done within a sociolinguistic framework where researchers and
linguists study the communications symptoms that occur in bilingual and
multilingual societies. Code switching can be examined from various viewpoints
such as the form, location, patterns, and functions of code switching and code mixing
itself. According to Enama (2016), the target language learning should be
accompanied by L1 as in one framework, so there is no burden of employing L1
because it serves the precise function in classroom to students. As EFL classroom
demands a whole English classroom situation, the use of L1 is also encouraged
because it will activate the prior knowledge of target language (Paradowski, 2008).
Furthermore, Peregoy & Boyle (2013) propose that L1 facilitates both teaching and
learning such as confidence, security, motivation and friendship. The use of L1 in
EFL classroom gives students more comfortable setting in which they are able to
speak freely with no strict rule of English-only policy. This situation has motivated
the affirmative to believe that code-switching is very helpful for both teachers and
students in classroom. Moreover, Ferguson (2003, p. 43) considers code-switching as
an effective tool for the “management of learning”.
1.1.2 Reasons for the study
Code-switching (CS) occurs commonly in language classrooms around the
world and that is why Vietnamese context is no exception. Code-switching has
attracted more and more educational researchers because of its benefits. They
investigate in different types of code-switching, its functions, effect and the reasons
why code-switching are used in the classroom. As many researchers support that the
use of the learners’ L1 can help them to achieve the pedagogic aims of the L2
classroom and the communicative goals of language learners (Atkinson, 1987;
Macaro, 2001). Upton & Lee- Thompson (2001, p. 149) believe that L2 learners
often use their expertise and knowledge of the L1 to “mediate comprehension”. Last
but not least, code switching allows learners to focus their attention to processing
larger chunks of input, without the need to worry about the source of communication
breakdown and at the same time, it allows learners to form associations of the
relevant L1 and L2 forms which in turn may increase their linguistic awareness
(Cook, 1995; Moore, 2002).
In spite of the increasing number of studies on code-switching for students, the
research on using code-switching for IT students has not been significantly
concerned. Such issues, as described above, have given us a desire to investigate this
phenomenon of code-switching. For the reason that Vietnamese-English code-
switching in vocational English classes in our university sounds so interesting and
practical, we have chosen the topic “An investigation into code-switching by EFL
students in Information Technology classes at Phu Xuan University, Hue city”.
In this study, we would like to highlight the purposes of using code-switching to
learn English of IT students as well as how IT students use code-switching in the
classroom and the suggestions to the problems in the learning process.
1.2 Aims of the study
The study is to gain a deep understanding and awareness of using code-
switching of IT students in English classes. Furthermore, the issues on IT students’
perception and how they use code-switching in EFL classroom are investigated.
Therefore, some suggestions are given to IT students to learn English more
effectively.

1.3 Scope of the study

Code-switching is mentioned in many studies from different perspectives.
However, this study mainly pays attention to the use of code-switching by IT
students in vocational classroom.
1.4 Research questions
This project aims to answer the following research questions:
1. What are the IT students’ perceptions of using code-switching in learning
English?
2. How do the IT students use code-switching in EFL classroom?
1.5 Organization of the study
This dissertation comprises five chapters. The first chapter presents the
general look of the theme in the thesis paper. Simultaneously, the researcher also
shows some parts including the context, purpose, significance and organization of the
study. Chapter two reviews the research literature on code-switching, its definition,
theoretical considerations, and examines students’ perceptions towards code-
switching in a pedagogical context. Chapter three provides the participants’
information described the methods of data collection, and analysis. Chapter four
presents the findings and discussions of the study. Research questions raised in the
first chapter are also answered. Finally, chapter five concludes the study and points
out a number of emerging implications and limitations.
 CHAPTER 2
LITERATURE REVIEW

This section provides theoretical bases for explaining the issues of research
topic. It includes the previous studies, definition, types and functions of code-
switching.
2.1 Code-switching definition
There are various definitions of the term “code-switching”. Gumperz (1982)
defines code-switching as “the juxtaposition within the same speech exchange of
passages of speech belonging to two different grammatical systems or subsystems”
(p. 59). The emphasis is on the two grammatical systems of one language, although
most people refer to code-switching as the mixed use of languages. Milroy and
Muysken (1995, p. 7) state that code-switching is “the alternative use by bilinguals of
two or more languages in the same conversation”. Macswan (1999, p. 37) also claims
that “code switching is a speech style in which fluent bilinguals move in and out of
two (or conceivably more) languages”. It can be seen that, code-switching is an
interesting phenomenon and it is defined in different ways.
Gumperz (1982, p. 59), who states that code switching is “the juxtaposition
within the same speech exchange of passages of speech belonging to two different
language/grammatical systems or sub-systems”. Milroy and Gordon (2003, p. 209)
also argue that “the term code-switching can describe a range of language (or dialect)
alternation and mixing phenomena whether within the same conversation, the same
turn, or the same sentence-utterance”. More recently, Sebba, Mahootian, and Jonsson
(2012, p. 68) have given a far simpler definition of code- switching, stating that
“code-switching – the alternating use of two (or more) languages – is a natural
occurrence in the speech of bilingual individuals”. Milroy and Gordon (2003) do not
appreciate the benefit of using code-switching in classroom and they consider that
code switching as a manner or form of communication that is common in a bilingual
or multilingual society using a number of different languages. However, in the
process of bilingual education, code switching plays an important role. For example,
in the learning process, code-switching is used as a tool to manage and facilitate
interaction and learning. Heller (2007) plainly says that code switching is the process
of using more than one language in one episode of communication. In this case, it
requires the balancing mastery of two or more languages by speakers who switch
codes.
General perspectives of code-switching
Although the number of studies on CS in classroom is limited, Le, V.C. (2014)
concludes that English-Vietnamese CS commonly occurs in general English classes
in Vietnam. In the correlation between two languages, first language (L1) play a role
in aquisition process of learning L2 that (L1) morphemes remain highly active in
beginning L2 learners due to their higher frequency, and thus are easily selected for
production (Poulisse & Bongaerts, 1994). Otherwise, Odlin (1989) points out that the
correlation between low L2 proficiency and transfer applies primarily to negative
transfer, whereas in certain types of transfer, it could occur with high levels of
proficiency such as cognate vocabulary use. The cognitive approach allows us to
observe the way in which the actual shift is achieved. However, there are a number
of issues demanding further exploration.
In recent decades, there were some crucial results of the sociolinguistic
research on code-switching. demonstrates that the conversation was prolonged in
single words or phrases. For example, Miles (2004, p. 15) found that using L1 could
facilitate the development L2 when carrying out two experiments at the University of
Kent, England. Besides, it was possible to use L1 in the process of teaching L2 in
explaining the meaning of new words and grammatical points, giving instructions,
checking learners’ understading and giving feedback to individual learners
(Zacharias, 2003, p. 74). Moreover, the bilingual status of the interlocutor and the
communicative setting appear important for the degree of code switching besides a
bilingual’s degree of L2 proficiency (Rodriguez-Fornells, Van der Lugt, Rotte, Britti,
Henze, & Munte, 2005).
According to Ton, N. N. H. (2006), switching to L1 helps Vietnamese students
feel more at ease in learning English and thus supports their L2 acquisition. As
Duong, T. H. O. (2006) notes, when Vietnamese EFL students use their L1 among in
classroom with themselves and teacher, it has a positive effect on group dynamics.
In conclusion, CS is an common strategy in the learning and teaching of
general English in Vietnam. EFL learners and instructors have used their familiar
local language in the unfamiliar target language classroom to establish the close
rapport between them, create a friendly classroom atmosphere and support group
dynamics (Nguyen, Peter & Micheal , 2016).

2.2 Code-switching and code-mixing

The use of language and dialects is never constant; most people tend to change
the language or dialects when they speak. That is the reason why people do code-
switching or code-mixing sometimes. But what are the differences between them?
According to Hymes (1977), code-switching is defined as a change from one
language variety to another when the situation demands. Gumperz refers to it as a
change in languages within a single speech event (1976). Ayeomoni (2006) considers
code-mixing as the embedding of various linguistic units such as affixes (bound
morphemes), words (unbound morphemes), phrases and clauses from a cooperative
activity where participants, in order to infer what is intended, must reconcile what
they hear with what they understand.
The main difference between code-switching and code-mixing lies in the language
level at which the phenomena occur. It means code-switching can occur across sentences
or at an inter-sentential level, while code-mixing only occurs within a sentence, e.g., at
intra-sentential level (Nguyen, T. H., 2013).
2.3 Code-switching in ELT Classrooms
2.3.1 Students’ perceptions of code-switching
This section focuses on students’ perceptions of code-switching within classes
where English is the target language. The previous research revealed both positive
and negative perceptions of code-switching amongst the students.
Positive perceptions of code-switching
According to Pickens (2005, p. 54), CS perception means an interpretation of a
person’s response to any cause referring to one’s knowledge. The way one person’s
perception of the cause is constructed may differ from what the cause is indeed. Over
the last decade, several studies (Jingxia, 2013; Ma, 2014) reveal that university
students overall favor the process of switching codes during in- class as well as out
of class interactions. It is reported that code switching is not only a normal but useful
tool of learning. Moreover, students indicate that code- switching assist in
communicating with group mates as well as making students feel less anxious about
the target language (Xu, 2010; Younas et al., 2014).
Based on the study of Younas, et al. (2014) , code-switching is considered as a
tool for better memorization of new information. The study conducted with Pakistani
university’s business students presents that they (98%) find code-switching as a tool
for better memorization of information. Another same result from Bahous, Bacha, &
Nabhani (2011) in the Lebanese context, where the questionnaire reveals that students
use code-switching for learning as many terms and meanings as possible.
Moreover, there was another positive perception that students regard code-
switching as a facilitator of learning two languages and through two languages
simultaneously (Jingxia, 2013; Ma, 2014). For example, in a bilingual setting, the use
of students’ first language can be used for explanations given by teachers. As a
consequence, once the L1 is allowed and employed, students become more interested
in the process of acquiring the English language (Ma, 2014, p. 182). Nadeem’s (2012)
findings also support the idea of using two languages during a lesson; however; such
code-switching meant that the focus was on developing content knowledge and
necessary skills. All in all, the research promotes the idea of utilizing students’ L1
along with a target language.
What is more, by establishing understanding among peers within a group some
researchers could understand how students evaluated code- switching in terms of its
usefulness (Bailey, 2011; Ma, 2014; Sampson, 2012). Therefore, one questionnaire
resulted in almost 36% of the students emphasizing that they could benefit from
code-switching by sharing experiences with their peers (Ma, 2014). Sampson (2012,
p. 296) concluded with the same findings implying that code-switching could be used
as a tool for building relations among group mates. As a result, students could show
their solidarity towards others or indicate their “membership” grouped with other
students.
Finally, code-switching perceptions are explored in relation to the target
language proficiency (Jingxia, 2013; Ma, 2012; Sampson, 2012). Code-switching
refers to when students have low language proficiency in a language. In this way,
code-switching is used by students as an assistant in delivering their messages (Ma,
2012). However, teachers can also take into consideration students’ proficiencies
and, as a consequence, using code-switching to facilitate learning (Jingxia, 2013). In
contrast, Sampson (2012) does not reveal any relation between code-switching and
language proficiency. It is said that code-switching can occur due to both low and
high levels of a target language. These different findings mean that code-switching
should not necessarily be connected to the low proficiency levels.
Negative perceptions of code-switching
Besides some positive perceptions, there were also some negative perceptions
which was seen only as a hindrance from developing second language proficiency
(Bailey, 2011; Ma, 2012), the distraction from developing L1 (Khresheh, 2012;
Rasouli & Simin, 2015), as well as the result of a psychological barrier (Bailey,
2011). The use of students’ L1 during the lessons that are instructed through a target
language may negatively influence the development of students’ language
proficiencies in that target language (Ma, 2012). Bailey (2011) also highlights that
particularly those, who have already had high proficiency in a target language find
code-switching a hindrance from developing their language further. Hence, the
higher the proficiency is, the more students are concerned about target language
proficiency, the more often the value of code switching is rejected. However, code-
switching is sometimes used by high language proficiency as a learning strategy
(Javid, Al-thubaiti, & Uthman, 2013). Besides code-switching can be used as an
instructional approach to teach students with low language proficiency.
In term of language proficiency, a further research shows that it also prevents
students from developing their L2. For instance, Kharma and Hajjaj (1989)
conducted an study on Arab learners and found that L1 should be avoided in learning
target language because the goal of teaching L2 is to help learners acquire L2-
competence. Continuing this point of view, Cook (2001) pointed out the use of L1
might be an obstacle to L2 learners’ exposure. In this case, students do not have
much chances to learn and practice more about English. In general, a psychological
barrier involves language anxiety, which results in embarrassment and shyness in
using the language (Bailey, 2011). To conclude, though negative perceptions are not
discovered as often as positive ones, they serve as a foundation for the current study.
2.3.2 The functions of students’ code-switching
Code-switching might be used for various reasons. It can be used to express
self-expression as Trudgill (2000, p.105) points out that “speakers switch to
manipulate or influence or define the situation as they wish, and to convey nuances
of meaning and personal intention”. Learners also use their L1 as a communicative
strategy to overcome communicative difficulties (Unamuno, 2008) and as a
mediational tool to facilitate the language learning process (Ellis & Shintani, 2013).
Besides, Eldrige (1996, pp. 305-307) identifies code-switching functions as :
equivalence, floor-holding, reiteration and conflict control. In terms of equivalence
function, students might use an equivalent words of native language to brigde the gap
resulting from second language incompetence. For the next function of floor holding,
when students lost of fluency in speaking L2 or they can not recall the appropriate
target language structure or lexicon, they use code-switching to avoid gaps in
communication. The third one is reiteration, students make use of repetition
technique to repeat L2 message in mother tongue. The last function of students’
code-switching is conflict control. Because of the different cultures between
interlocuters that leads to misunderstanding. Therefore the use of code-switching in
this case would avoid the violation of transference of intened meaning. Canale and
Swain (1980) define strategic competence as the ability to use communication
strategies to compensate for communication breakdowns in communication due to
performance variables or insufficient competence. The use of L1 during L2
interactions is a normal psycholinguistic process that facilitates L2 production and
allows learners to initiate and sustain verbal interactions. When learners are doing
tasks, it is necessary and natural for them in learning a second or foreign language to
rely on their L1 (Brooks & Donato, 1994). For learners at the beginner level, L1 can
be used as starting point for learners to explore and generate ideas. The learner’s L1
is believed to facilitate the language learning process, by acting as a ‘buffer’ to ease
learners into exploring and discovering the L2 language system (Auerbach, 1993).
Code-switching also helps learners to continue the conversation when they lack
ability to give expression (Skiba, 1997). From the Vygotskyan perspective, L1 is
used to mediate the interactions between learners (inter-psychological) and within
learners (intra- psychological) (Anton & DiCamilla, 1999). At the intra-
psychological level, L1 is manifested in the form of private speech directed to the
learner himself which serves to regulate their learning and cognition. At the inter-
psychological level, the learners’ L1 functions as a peer support resource which
enables learners to provide each other with assistance within their zone of proximal
development (ZPD). Harbord (1992) claims that students’ use of code switching to
provide L1 explanations to their peers is a ‘habit’, which takes place even without
encouragement from the teacher (p. 354). Arthur and Martin (2006) also report similar
findings in the language use of students during peer-group interaction. They observe
that students prefer using the language that they are most familiar with in such
situations, as it is perceived to be the best option to facilitate comprehension.
Villamil and Guerrero (1992) carry out a study to explore the L2 peer revision
process and the strategies are employed by learners to facilitate the process. They
discover that the L1 is an important resource for learners to check for understanding,
retrieving language from memory, exploring and expanding content, guiding their
actions through the task and sustaining conversations. Swain and Lapkin (2000)
conduct a similar study to investigate learners’ use of the L1 during task-
based activities, it discovers that most of the L1 turns in learners’ interactions during
pair work activities serve important cognitive and social functions. The term
‘collaborative dialogue’ is used to describe the dialogue in which the learners are
engaged in to focus on classroom tasks and to construct their L2 knowledge. Lucas
and Katz (1994, p. 557) find that students are more likely to use their native
languages during collaborative group work, to ‘negotiate meaning, solve problems or
create texts’. A similar finding from Scott and De La Fuente (2008, p. 110) suggest
that learners’ use of the L1 when completing such tasks ‘reduce cognitive overload,
sustain collaborative interaction and foster the development of metalinguistic
terminology’.
2.3.3 Types of code-switching
Traditionally, two types of code-switching are identified within
sociolinguistics, namely situational and metaphorical code-switching (Gumperz and
Bloom, 2000, p. 126). According to Gumperz and Bloom (2000, p. 126), situational
code-switching stems from a change in situation, such as switching from a more
prestigious language to a less prestigious one; whereas metaphoric code-switching
arises out of the need to achieve a special communicative effect, such as the
expression of identity and/or solidarity. From a structural perspective, there are two
main types of code-switching; namely “inter-sentential” code-switching, which
occurs between sentences, and “intra- sentential” code-switching, which occurs
within the same sentence (cf. Poplack, 2001). Several researchers attempt to provide
a typological framework that accounts for the phenomenon of CS. Bloom and
Gumperz (1972), cited in Eldin (2014), claim that there are two types of CS:
situational and metaphorical. However, Poplack (1980) identifies three different
types of switching which are tag-switching, inter-sentential and intra-sentential.
Tag-Switching
Tag-switching is known as emblematic switching which tags certain set of phrase
in one language and they are inserted into an utterance which is entirely in another
language (Appel & Muysken, 2006). This type of CS occurs the most easily for the
reason that tags typically contain minimal syntactic restrictions; thus, they do not
break syntactic rules when inserted into a sentence that is given in the L1 (Hamers &
Blanc, 2000). Tags include interjections, fillers and idiomatic expressions. Examples
of common English tags are “you know”, “I mean” and “right”.
Inter-Sentential Switching
Inter-sentential CS involves switching at sentential boundaries where one
clause or sentence is in one language and the next clause or sentence is in the other.
Eldin (2014) and MacSwan (1999) state that since inter-sentential CS takes place
within the same sentence or between speaker turns, it entails fluency in both
languages such that a speaker is able to follow the rules of the two languages. An
example of inter- sentential CS between Malay and English is: e.g. Itula. Mama dah
agak dah. Adiknidemamni. Pity you. Your voice also different already. (Stapa &
Khan, 2016).
Some other Vietnamese-English code-switching examples (from recording in
class activities on 15th January) are provided below:
- “Cô ơi giúp em với! I need help to access to the company network”.
- “Yes, you’re right! Cái máy tính hỏng thật rồi!”
Intra-Sentential Switching
Intra-sentential CS, according to Poplack (1980), is possibly the most complex
type among the three, as it can occur at clausal, sentential or even word level. A good
example to cite here might be the one given by Poplack as the title of one of her
papers:
e.g. Sometimes I’ll Start a Sentence in English Y termino en espanol.
Translation: Sometimes I’ll Start a Sentence in English and finish it in Spanish
(Cakrawarti, 2011).
Another examples about Vietnamese-English code-switching from recordings
on 17th January of IT class in discussing activity are:
- “Đi học khoá Digital 4.0 này với tao đi. Kết thúc khoá training này mình
còn nhận được certificate đấy”
- “Cô ơi, em có nên apply vào công ty này không? Em nghe staff ở đó
complain về ông sếp dữ quá nên em cũng sợ”
2.4 The impact of code-switching in learning and teaching English
According to Ahmad (2009), code-switching provides students with
opportunities to communicate and enhance their understanding. Furthermore, it is
time effective because teachers do not waste time to explain or search simple words
to simplify any confusion that arises. Research conducted by Promnath (2016) shows
that code-switching is beneficial for the students’ understanding. During learning,
code-switching saves time and makes students feel more confident and comfortable.
The use of code-switching helps students with lower performance to be able to
follow the lessons better than using English only. It reduces students’ stress by not
worrying about what to say because they could switch to Thai when they did not
have an idea of how to say it in English. In addition, switching to Thai helped to
effectively manage classrooms and incorporate morality and ethics.
According to Domalewska (2015),
When Code-switching is used, it is based on the processes of assimilation,
accommodation, developing meaningful cognitive sets (i.e., forming logical
connection and organization in the material), and using advanced organizers (i.e.,
general concepts that help the learner to organize and understand new materials).
Meaningful learning allows the information to be retained for a longer period of
time; the information may be retrieved faster; furthermore, the student‟s cognitive
structure is developed (p. 7).
Through observation, Simasiku (2015) concludes that the use of mother tongue
in English medium classrooms was not only for classroom management, but for
language analysis, presenting rules that governed grammar, discussing cross-cultural
issues, giving instructions or prompts, explaining errors, and checking for
comprehension. He concedes code-switching as a resource, which helps learners
understand and comprehend their lessons, which improves their performance during
examinations. It is also a tool that increases learner participation in the classroom,
which in turn is a necessary prerequisite for academic achievement and cognitive
development.
2.5 Previous studies on code-switching
In foreign countries, many studies have been conducted on code-switching. The
study conducted by Shartiely (2016) explores the alternating use of English and Swahili
in classroom communication among lecturers in University of Dares Salaam. Eight
lecturers teaching first year students were included in the study. The findings showed
that lecturers used inter- and intra-sentential code-switch for phatic communications to
engage with students, to translate concept, explain, manage students’ behavior and to
encourage students.
In Vietnamese educational context, very few studies have addressed the issue
of teachers’ code-switching practice in their English classroom instruction, even
though this practice commonly occurs. Nguyen, T. H. (2013) in her PhD thesis,
explored the phenomenon of code-switching practiced by EFL teachers in classroom
instruction in Vietnamese settings. The focus was on a cultural group of EFL
teachers who shared CS as a practice in their EFL classroom instruction. The data
were collected through 12 teachers by interviews, class recordings, and class
observation. The findings showed that teachers used CS regularly in their English
instruction. The reasons of teacher’s code-switching were mainly due to their past
education and habitual practice, other reasons involved such as teacher’s question
style, students’ motivation and habitual practice. This study recommended that
teacher should use CS in their teaching but teachers’ over-translation from English
into Vietnamese be discouraged in nearly all situations in EFL classes.
Another study by Nguyen, T. P. (2012) on the use of CS between Vietnamese
and English in casual conversations which focuses on how and why conversational
participants do code-switching. The findings reveal that CS is one of the effective
communicative resources that the bilinguals employ to achieve interactional
purposes.
There are other researchers on Vietnamese-English CS like Thai, D. B.
(2006b) who investigated CS of Vietnamese community in Australia and discussed
that CS as a means of confirming identity. According to Nguyen Ha Quyen’s (2011)
study on CS in conversations of Vietnamese teenagers, the findings reveal that CS in
conversations of Vietnamese teenagers maintained privacy so that others would not
understand. It also pointed out that teenagers used code-switching in order to share
information, put emphasis for the purpose of personality, or social tendency
demonstration. Tran, T. T. P. (2013) investigated a study on code-switching as a
communication device in conversations at workplaces. The study concluded that CS
was both inevitable and necessary at workplaces. It was not only a part of
communicative resource of a bilingual repertoire but also an active part in the
working experience. Most recently in Hue city, a study was conducted by Hoang, C.
N. T. (2016) to examine the use of code-switching in a vocational English class for
culinary restaurant at Hue Tourism College. Data were collected from students of
Hue Tourism College. The findings indicate in her research on CS that students love
learning vocational English and feel more excited to join in the activities of English
classes. These things help them obtain better results in learning second languages.
All of these studies have the same results that using code-switching is not only
necessary in working place but also beneficial classroom. According to Nguyen, T. H.
(2013), using Vietnamese appeared to be the most helpful way for the teachers to
facilitate their students’ understanding in the classroom. For Hoang, C. N. T. (2016),
code-switching helped students love vocatioal English much more which motivate them
in participating in class activities. Although there are many studies on CS for both
teachers and students, not many mention about how students use code-switching in
vocational English class at university as well as the frequency of each type of code-
switching. It it the reason that motivates us to carry out this study on “An investigation
into code-switching by EFL students in Information Technology classes at Phu Xuan
University, Hue city”.
2.6 Chapter summary
In conclusion, the researcher quotes the lines of other researchers or the authors
of books related to the study to clarify the problem of the research. The researcher
gave definitions of CS, the previous studies on CS, the difference between CS and
other language changes, types and impacts of CS. It can be seen that the majority of
previous studies in the world offered a useful overview into how students use of
code-switching in EFL classrooms. However, little research has been done to
investigate the code-switching’s use of students and how it affects students’ learning
in Vietnamese context, especially in major of information technology. Therefore, an
investigation into code-switching by EFL students in Information Technology classes
at Phu Xuan University is conducted with the hope to fill the gap in this field. In the
next chapter, methodology of this study will be demonstrated.

CHAPTER 3
METHODOLOGY
This chapter includes five sections: (1) research method, (2) subjects, (3) data
collection, (4) data analysis, (5) procedures of data analysis.
3.1 Research method
This research was carried out mainly using quantitative approach. According to
Myers (1997), the quantitative research is a research method that relies on the
collection and analysis of numeric data and statistics. To create the reliability and
validity for the study, Glense and Peshkin (1992, p. 2) support that “Quantitative
methods are, in general, supported by the positivist or scientific paradigm, which lead
to regard the world as made up observable, measurable facts”. In this study, therefore,
relevant questionnaires are designed and distributed to students with the aim of having
generally reliable results.
We also use qualitative approach in order to get varied perspectives of target
audience. As Maykut and Morehouse (1994, p. 17) point out “Qualitative research
places emphasis on understanding through looking closely at people’s word, action
and records”. Qualitative data sources in this dissertation result from our observation
and interview.
3.2 Subjects
The participants of this study included all of 20 IT students of the third year
and the fourth year at Phu Xuan University. The participants were freely involved to
fill in the questionnaire handed by the researcher. Students were instructed to
complete the questionnaire in accordance with the process. Because of the limited
students in the questionnaire, the interview was included in order to have the reliable
result, some students were also invited to interview questions. Some interview
questions came up and got many useful comments to put into research.
The participants were chosen randomly in order to guarantee the objectiveness
of this study.
3.3 Data collection
Data for this study were collected through questionnaires, interviews and
observation (Recording).

3.3.1 Questionnaire
Questionnaires are designed by the researcher in both Vietnamese and English.
Because of students’ low level of English, the researcher delivered the Vietnamese
version to 20 IT students of K13 and K14 (third-year and fourth-year students) at
Phu Xuan University. Questions started with information about the subjects and it
took students from 10-15 minutes to complete the questions. The questionnaires
included 15 questions focusing on three main issues. The first issue was about the
students' perceptions of using code-switching to learn English. Secondly, how IT
students used code-switching in vocational English classes was mentioned. Last but
not least, the advantages and disadvantages of using code-switching to learn
English were clarified. Finally, the suggestions to overcome the difficulties were
reported.
3.3.2 Interview
Interviews with 9 fourth-year students of IT classes in the schoolyear 2018-
2019 were carried out after they had finished the vocational English courses. All of
these students were studying vocational English at Phu Xuan university, so it was
easier to ask them for the interview. The questions in the interview were designed
based on information from the questionnaire. Interview questions included 10
questions for each student. Because their English proficiency was low, Vietnamese
was used during the interview to ask questions. One-to-one interviews with the
participants took place with the aims to get real opinions on CS from the students
about code-switching. Through 10 interview questions, 3 main issues on students’
perceptions, how IT students use code-switching and its impacts on learning
vocational English were clarified.
Each interview lasted 10 minutes and semi-structured interviews were also used as
an interview guide with some questions developed in advance.
3.3.3 Class Observation (audio record)
Recording was done in IT class - K13 during the vocational English periods to
obtain data for the study. The students have learnt vocational English for two weeks
from 14th January to 25th January. In this course, students had 15 periods for theory, 15
periods for practicing and 10 periods for reviewing at school. The vocational course
book that students were learning named “English for Information Technology 1” was
first published in 2011 by PEARSON. We have spent 30 periods to observe all the
activities from teachers on theory to the way they have practiced and been corrected in
the review periods. The procedure for collecting data was implemented through
observation, recordings and transcriptions. The researcher participated in the lessons as
a complete observer and found how IT students switched code in real situations.
Before making observation, the research asked the teacher who taught the students
agreed that their lessons to be observed. During the observation, the researcher took
note in order to ensure that the important things did not miss. To get the data for real
situations that students used code-switching, the researcher used smart phone to record
the lessons from their beginning to the end. The data based on the various
communicative situations and communicative actions.
3.4 Data analysis
Data analysis was mainly based on quantitative approaches; questions from the
questionnaires, interviews and data in the recording were analyzed according to
statistical frequency and percentage and the results were presented in number and
tables. The researcher used descriptive statistics to analyze the participants’
responses.
Next, there were 30 hours of observation, the researcher participated in the
lessons as a complete observer. Once the data was collected by 25th January, data
analysis approach started. Semi-structured interviews which lasted from 10-15 minutes
was recorded through researcher’s mobile phone. Then the researcher upload the audio
recordings into personal computer and the process of transcribing the data began.
Besides, the researcher used audio recordings to capture spontaneous speech patterns
of CS through classroom activities. The researcher used mobile phone to record the
lessons. After that, the recorded data were made into transcripts and divided into
conversation. Then, the researcher identified the patterns of CS based on Poplack
(1980) patterns of CS.
3.5 Procedure
In conducting the research, the procedures used in conducting this research
include: firstly, the researcher determined the number of students and sample of the
research; secondly, on the 14th of January, the researcher conducted the observation
of IT students at room number 2.3 during vocational English course at Phu Xuan
University. The observation accounted 2/3 of the total periods of the English course.
Thirdly, the researcher distributed the questionnaires for IT students, parallel with
conducting students’ interview after IT students have finished the courses. Before
delivering the questionnaire, the researcher spent a little time of about 5-10 minutes
to explain code-switching and three kinds of code-switching before students gave the
answers. Students had 10-15 minutes to complete the questionnaire. Similarly, before
the interview, researcher asked students to record their answers using the mobile
phone. Then, it took 10 minutes for each individual interview. Next is the data
analysis step which was based on the data collected from questionnaires and
analyzed interviews. The researcher calculated the frequency and percentage from
that data. Finally, findings and conclusions were drawn from the data.
3.6 Chapter summary
This chapter has presented definitions of qualitative and quantitative methods.
It has lasted for 3 months before the data are analyzed. It includes descriptions of
research subjects with 20 IT students, and the ways data were collected and analyzed.
Through the questionnaires, the classroom observations and the interview, the data
were enriched and more insight was gained about the feelings and attitudes of
students towards the use of code-switching in EFL classroom.
The next chapter will present the findings and discussion.
 CHAPTER 4
RESULTS AND DISCUSSION
4.1 Introduction
This chapter focuses on handling the data from questionnaires, audio recording
and interview with Information Technology students in vocational English classes. The
data are analyzed in accordance with discussion referring back to the literature review in
the previous chapter. This chapter is divided into four sections. The first section provides
the description of students’ perceptions and attitudes toward CS in learning vocational
English. The second one is about types and functions of CS. Benefits of Cs will be
discussed in the third section. The last one includes the suggestions of using CS.
4.2 Findings
4.2.1 Students’ perceptions and attitudes towards code-switching in learning
vocational English
4.2.1.1 Students’ knowlegde of understanding code-switching concepts among
other language changes
In order to help students be aware of code-switching concepts, we added a tiny
note explaining the definition and types of code-switching in the questionnaire. Most
of the participants in the survey understand the term “code- switching” and know the
difference between CS and other language changes. After giving some examples to
evaluate the students’ knowlegde of CS, we explore that most of students gave the
correct answers accounting for 95%. It can be seen, students were aware of what CS
was and they could recognize which one was CS. Only one student chose the wrong
answer because of the misunderstanding between code-switching and borrowed words.
In the first situation, instead of saying that “Cài đặt lại phần mềm này mình
với. Giờ nó lỗi thời mất rồi!”, students switched code some words and the sentence
in English to clarify:
- “Set up phần mềm này mình với. It’s out of date now!”
- “Ok, tý nữa nhé”
Meanwhile, in the second situation, the words of “Pop” and “Rock” were borrowed
from English. Those two English words have become the familiar words entering
into vocabulary system in community that everyone knows, thus they are regarded as
loan words.

14
 - “Mày thích nhạc Pop hay Rock?”
- “Pop mày ạ!”
4.2.1.2 Frequency of using code-switching in vocational English classes
According to the questionnaire about the frequency of code switching among
individual respondents, it revealed that code-switching was the technique preferred
by students. An illustration of this came from the fact that a large number of students
using code-switching on a regular basis because of its convenience. 5 out of 20
surveyed students, accounted for a quarter of the total indicated that code- switching
was their choice and they used code-switching all the time in English classes because
of its conv20enience. The majority of students (13 out of 20) stated that they
“sometimes” used code-switching in practical tasks. In contrast, two of them seldom
used code-switching in learning English. When being asked in the interview, these
two students reported that they were not familiar with using English in class because
they were not good at English. Meanwhile, there was no response for the left
categories “never”. Many IT terms were inserted in Vietnamese because of its
equivalence. For example, through the observation in practical tasks in vocational
classes, some special terms students often used were found out such as“ROM, RAM,
CPU, mạng LAN, đường link, website, con chip, core, online, offline, PC, laptop,
game, remote, access, connect, user, password, log in, log out, sign in, sign out”.
Because those words are popular terms of English for IT so in practical tasks each
student uses code-switching at least once in a lesson. To explain IT students’
frequency, use of code-switching, there were some reasons listed in table 4.1 below.
4.2.1.3 Purposes of using code-switching in vocational English classes for IT
students
When code switching or code mixing occurs, the motivation or reasons of the
speaker is an important consideration in the process. According to Hoffman (1991,
p.116), there are a number of purposes for bilingual or multilingual persons to switch
or mix their languages below:

Table 4.1 Purposes of using code-switching in vocational English classes for IT

students
Evaluations
Purposes Strongly Agree Normal Disagree Strongly
Agree Disagree
% N % N % N % N % N
To explain some IT 30 6 55 11 15 3 0 0 0 0
specialized terms

To talk about a particular 30 6 50 10 10 2 10 2 0 0

topic
To quote somebody else 15 3 35 7 25 5 25 5 0 0
To repeat in order to clarify 20 4 75 15 5 1 0 0 0 0
and emphasize something for
interlocutors

15
 To make an interjection 35 7 35 7 25 5 5 1 0 0
To express group identity 0 0 0 0 55 11 25 5 20 4
To soften or strengthen a 25 5 40 8 20 4 15 3 0 0
request or command

To meet a real lexical need 20 4 50 10 20 4 10 2 0 0

To exclude others when a 5 1 25 5 25 5 30 6 15 3

comment is intended for an
exclusive audience
As presented in the table above, there were a lot of reasons affecting students’
use of code switching. Most of the students used code-switching “to repeat in order
to clarify and emphasize something for interlocutors” accounting for the highest
percentage of 95%. Just only one person did not have opinion and felt normal.
According to Eldridge (1996, p.306), messages are reinforced, emphasized, or
clarified where the message has already been transmitted in one code, but not
understood. In this case, the message in the target language is repeated by the student
in mother tongue through which the learner tries to give the meaning by making use
of a repetition technique. The reason for this specific language alternation case may
be two-folds: first, he/she may not have transferred the meaning exactly in the target
language. Second, the student might think that it is more appropriate to code switch
to indicate that the content is clearly understood. Moreover, “To explain some IT
specialized terms”, and “To talk about a particular topic” were also two main factors
that influenced the use of code switching with the high percentage of 85% and 80%
participants respectively. Students used English jargons or acronyms because they
were not able to express what they meant in Vietnamese then they chose to switch to
English to compensate for the deficiency. It can be concluded that CS might create a
comfortable environment for the interaction and bring benefits to the interlocutors. A
reveal from one student in an interview was shown as follows:
“There are some reasons why I switch code. However, the main reason I
think there are many difficult technical terms in English, I don’t know how to express
or say that words in Vietnamese, so I use code-switching to continue the
conversation. I feel more comfortable and natural when using code-switching in that
urgent cases.”
(A student’s interview)
Moreover, the use of CS “to talk about a particular topic” was very familiar
to students in the field of Information Technology. Look at the examples below
through practical tasks in vocational English class:
Student A: “Website mày tạo hôm qua có ổn không? Mày thử check có bao
nhiêu user log in website mỗi ngày?”
Student B: “OK, để check thử xem.”
From the example above, to talk about a familiar topic about “website”, the
students’ use of English terms such as website, user, log in and check. The student
used English in this particular topic since those words appeared in most of the
websites and they were regularly technical words sounding more natural in English
than Vietnamese.
Third, when functioning as interjections or sentence filler, code-switching is
used for better expression, clarification or better understanding (Gumperz, 1982). 14
out of 20 subjects of this study frequently “make an interjection”, English

16
interjections were put into their utterances. During a conversation in the target
language, the students fill the stop gap with the native language use. In some cases,
students could not recall the appropriate target language structure or lexicon so they
code switch. It could be suggested that this mechanism be used by the students in
order to avoid gaps in communication, which might result from the lack of fluency in
the target language. CS is also caused by trigger-words such as “you know, by the
way, you see, anyway, tell you what, you know what”. Interjection can also be
conjunctions such as “so”, “then”, “ok” to frame the discourse, to make the topic
discussion smoothly.

17
 For example:
- “Hey, shut down laptop đi rồi về kìa, by the way, nhớ lưu file ở desktop
cho dễ tìm nhé”
- “You know, monitor của you không hiện lên là do sợi cable bị hở kìa, thử
plug in chặt vào xem sao!”
Moreover, when functioning as quotation, code-switching contains direct
quotation or reported speech (Gumperz, 1982). Quoting happens when one speaker
repeats another speaker’s speech. This was probably because they wanted to keep the
meaning of original speaker or keep the exact words used by the speaker whom they
were quoting. Hoffman (1991) suggests that people enjoy quoting famous expressions or
sayings of well-known figures. It was also true to find out that half of students (50%) in
this survey code-switched “to quote somebody else” when saying some common
expressions. In the opposite opinion, there were 5 students who disagreed with this aim
of CS use. This was just because they did not use code switch for this reason but for
another one.
In our society, the way of communication is different from the people who
are out of the community. Code switching is also used “to express group identity” of
each community. However, all of students in IT classes came from Vietnam with the
same culture, language, education and custom, they did not use code switch for this
reason at all. 9 out of 20 students disagreed and strongly disagreed in total, the left
proportion seemed to have no idea. Besides, Saville-Troike (1986, p.69) also gives
some additional reasons for bilingual and multilingual person to switch their
languages such as softening or strengthening request or command, and meeting real
lexical need.
For example:
- Student A: “Could you pass me the keyboard, nhanh nào?”
- Student B: “Ok, here you are.”
In this case, the participant code-switched into Vietnamese to urge his friend
giving him the keyboard immediately, he used “nhanh nào” to strengthen the
request and emphasize the need in urgent case.
As shown in the table 4.1, “softening or strengthening request or command”,
and “meeting real lexical need” were two common reasons with rather high
percentage of 65% (13 out of 20 participants strongly agreed and agreed in total) and
70% (14 out of 20 participants strongly agreed and agreed in total). The most
common reason for a bilingual/multilingual person to switch is due to a lack of
equivalent lexicon in the languages. When an English-Vietnamese bilingual has a
word lacked in Vietnamese, he/she will find it easier to say in English, and vice
versa, when he lacks a word in English, he/she will use Vietnamese term. Especially,
the technical topics are firmly associated with English and the topic itself can trigger
a switch to English. Sometimes people want to communicate only to a certain people
or community they belong to, thus students used code switching “to exclude others
when a comment is intended for an exclusive audience”. However, not many students
chose this reason for their choice, only 6 out 20 students agreed in total.
4.2.1.4 Students’ perceptions of helpfulness in using code-switching in
vocational classes
Using code switching is really necessary to IT students as illustrated in Figure
4.1 below.
Figure 4.1 Students’ perceptions of helpfulness in using code-switching
in vocational classes

Percentage
18
 45%

40%

35%
30%
25% 45%
20%
15%
25%
10% 25%
5%
13%
0%
Strongly
Agree
Agree Normal 0
Disagree %
Strongly
Disagree

Most students, with a high percentage of 70% (25% strongly agreed and 45%
agreed) shared the same idea that it was helpful to use code switching in learning
vocational English.
A reveal from student’s interview:
“I found it useful to switch code in English class. I used code switching
because I think using English words are more relevant and sound natural such as
“team, user, modem, network, IT, game online”.

19
 Another student also reported in the interview that:
“In my opinion, code switching helps me gain more confidence whenever I
cannot find the exact words in English and just say in Vietnamese so the
conversation could be continuing without interruption”
However, in contrast, 5 out of 20 students disagreed, a student supposed that he
“was less professional when code switching during the conservation” (student
interview on 15th January, 2019), hence he did not find code switching useful in
learning process.
As in a response in the interview, a student reported that:
“I think there is no need to insert Vietnamese when speaking English. It
would be weird when someone is talking in English and all of a sudden turning to
Vietnamese. Although they forget a word, they can use simpler equivalent word.”
Another student proved the same point:
“Well, I just think, if we study English so it should be delivered totally in
English to help us familiarize the target language. I mean, both teacher and students
should practice in English”
4.2.1.5 People with whom students often do code-switching when talking in
vocational English classes

Company 5%

N=20
Yourself 0%

Teachers and Classmates 60%

Percentage
(%)
Only Classmates 35%

Only Teachers 0%

0% 10% 20% 30% 40% 50% 60% 70%

Figure 4.2: People with whom students often do code-switching when talking in
vocational English classes

20
 It was clear from Figure 4.2 that a majority of students (12 out of 20 students)
often switched code when talking with both their teachers and classmates
(accounting for 60%). When being asked about when they often used code switch
with his teachers and classmates, a student revealed in the interview:
“I often use code -switching when talking with my teachers and friends
because it creates a friendly atmosphere and I feel comfortable to communicate with
them”.
( A student’s interview)
In a famous expression of Confucian “Without teachers, you cannot be
successful”, it can be seen that teachers play a vital role in classroom. In this case,
students switched codes regularly to their teachers to ask for help when they had a
gap between L1 and L2. Besides, students might use code switching to indicate to the
teacher that they already understood the content clearly. An example from recording
2 (on 17 January, 2019) as follows:
Teacher: “Alright. Now you work in small groups. List some IT jobs you
know.”
Students: “Oh, IT jobs? Những công việc liên quan đến công nghệ thông tin”
Teacher: “That’s right!”
Students: “Well, I think that‟s programmer, lập trình viên nè Cô, ehm,
administrator, quản trị viên nữa ạ, and coordinator, điều phối viên ạ.”
In the example above, when being asked about some IT jobs, firstly students
repeated IT jobs and switched code into Vietnamese “Những công việc liên quan
đến công nghệ thông tin” in order to indicate to their teacher that they understood
the term “IT jobs”. Moreover, his/her next response with the repetition of some IT
jobs had another function. The utterance in the target language is repeated in
Vietnamese by students because they might not have transferred their meanings
exactly in English, so they needed teacher‟s reflection.
However, only 35% of students (7 out of 20 students) claimed for the item “…
use code switching only with classmates”. Another student answered in the
interview:
“I use code switching when communicating with only my friends in class, I
don’t use it when talking with teacher because I think teacher will underestimate my
ability”.
In fact, some students were still shy when using CS with their teachers for this
reason. Besides, only a students used code switching with their colleagues at a
company which cooperated with the university (accounting for 5%). In class, some
students have part time job at Code- Gym Company which cooperated with Phu
Xuan University in training IT courses, thus some of them might switch code with
their co-workers. Obviously, students did not find any benefits of code-switching by
themselves so no agreement was received from students.
4.2.1.6 Student’s reaction to teachers use of English only in vocational English
classes.
Table 4.2: Student’s reaction to teachers use of English only
in vocational English classes

Evaluations
Student’s reaction Strongly Agree Normal Disagree Strongly
Agree Disagree
% N % N % N % N % N

21
A lack of confidence in my
5 1 35 7 40 8 20 4 0 0
learning vocational English
I am not sure of the terms
and lesson contents in vocational 5 1 50 10 35 7 10 2 0 0
English classes
I fail to express what I mean
20 4 25 5 35 7 20 4 0 0
in the target language
I don’t understand what teachers
say in English classes 10 2 10 2 55 11 15 3 10 2

In Vietnam, the implementation of the monolingual approach of teaching

English-through-English-only faces many challenges. The percentages in table 4.2
show that there were different impacts when the teacher used only English in
vocational class. Firstly, majority of students stated that “I am not sure of the terms
and lesson contents in vocational English classes” accounting for 55 % in total (both
of students strongly agreed and agreed). Nearly half of students (7 out of 20 students)
chose normal and only two of them (10%) disagreed with this problem. In fact,
the general level of English proficiency in the IT classes is quite low, so when
teacher used only English to talk about a particular topic, especially about IT which
has many difficult terms, students may get confused and hardly understand about the
contents.

22
 An example from students’ episode was cut from full recording during the
lesson (on 20 February 2019):
Student: “Can you help me, please?”
Teacher: “Sure!”
Student: “I don’t understand this acronym. What does ‘P2P’ stand for?”
Teacher: “Oh, let me see. It means person to person”
Student: “How about this word? IP?”
Teacher: “It stands for Internet Protocol”
Student: “Well, what is that? I don’t know much about this term”
Teacher: “It's a network address for your computer so the Internet knows
where to send you emails, data and pictures. Is it clear?”
Student: (Remain silent and node his head)
Teacher: “Ok. Let me explain more clearly. Đó là một địa chỉ mạng trong máy
tính của em mà giúp Internet nhận biết nơi để gửi email, data và ảnh. Ví dụ như khi em
muốn gửi quà cho bạn bè thì em cần biết địa chỉ thì em mới gửi đến được vậy. Và IP
chính là - Giao thức liên mạng của máy tính em.”
Student: “Oh! I see. Thank you, teacher!”
With the situation above, student could understand the difficult acronyms until
teacher used code-switching into Vietnamese.
The next problem was “I fail to express what I mean in the target language” when
teacher used only English. With 25% of students “agreed” and 20% of “strongly
agreed”. In reality, non-majored English students did not have enough vocabulary,
knowledge and structure to communicate fluently in English. Therefore, when only
English policy was carried out in English class, students did not have chance to
switch code to L1, they could not convey the message or issue to teacher. Whereas, 4
out of 20 students gave the opposite opinions that they did not think that was a
problem to them.
“A lack of confidence in my learning of vocational English” was the third issues that
students encountered in only English class. With 40% of participants in sum (1
student strongly agreed and 7 students agreed), it could be seen that students were
less confident and passive in class with this policy. Meanwhile, 4 students disagreed
with this issue, in an interview, they strongly supported for another problem “I don’t
understand what the teachers say in English” because of their low level of English
(accounting for 20% in total of agreement and strongly agreement). For this problem,
5 outstanding students out 20 students expressed opposite points of view and stated
that “Only English policy creates the professional environment for us to practice
speaking English though mistakes are unavoidable”.
4.2.1.7 Students’ reaction of teachers’ use of code-switching in general
Table 4.3 Students’ reaction of teachers’ use of code-switching in general
Evaluations
Strongly Strongly
Agree Normal Disagree
Student’s reaction Agree Disagree
% N % N % N % N % N
When the teacher switches code
20 4 60 12 15 3 5 1 0 0
I understand lecture more easily
Teacher’s code-switching helps me
in understanding new and difficult 50 10 35 7 10 2 5 1 0 0
vocabulary, concepts and ideas
Teacher’s code-switching for the 45 9 45 9 10 2 0 0 0 0

23
task instructions helps me
understand the tasks better
Teacher’s code-switching gives me
confidence to speak and participate 30 6 55 11 10 2 5 1 0 0
in the class
Teacher’s code-switching
motivates me to work in that 35 7 50 10 10 2 5 1 0 0
subject
Teacher’s code-switching facilitates
45 9 45 9 10 2 0 0 0 0
the learningprocess
I get confused if the teacher
5 1 10 2 30 6 40 8 15 3
switches during lecture
I feel that the teacher violates
English language rules while 0 0 15 3 35 7 30 6 20 4
he/she is going to switch code
Teacher’s code-switching
makes me less proficient in 5 1 15 3 35 7 40 8 5 1
speaking
I am unable to concentrate
on the lecture when teacher uses 0 0 15 3 30 6 50 10 5 1
the code-switching in class.
Though the policy in English language classroom demands that English
teachers use only English in teaching, the actual classroom practice might be
different. Teacher might use code switching to Vietnamese for various reasons. From
the analysis of the responses from the questionnaire, it is found that “teacher’s code-
switching facilitates the learning process” and “teacher’s code-switching for the
task instructions helps me understand the tasks better” reach up to 90%. In this
regard, teacher used code switching in their instructions into L1 to help their students
know what to do in the task. Obviously, when teacher switched code into mother
tongue, students got the contents clearly and learning process went smoothly. As
Gumperz (1982) states that when functioning as reiteration or repeating the
message in another code, code-switching may be performed literally or in a
modified form and it is serves to clarify, emphasize, and promote understanding.
Two students expressing their beliefs in teacher’s code-switching showed that
“Teacher’s code-switching helps me in understanding new and difficult vocabulary,
concepts and ideas” and “Teacher’s code-switching motivates me to work in that
subject” also made up very high percentage of agreements (85% in total of students
“strongly agreed” and “agreed”) and just only one student disagreed in both impacts.
For “strongly disagreement, no respondent was received.
For instance: (recorded on February 21, 2019, lesson: Jobs in IT)
Teacher: - “OK. Now work in groups of four and play a role of some IT Jobs
in Reading 2, page 6.”
Students opened their book- (After 5 minutes)
Teacher: “Hai Duc’s group, tell me who will create usernames and passwords
and set firewalls?
Students: Remain silent!
Teacher: “Ok, in your group, who will create usernames and passwords and
set firewalls? Trong nhóm các em ai là người sẽ tạo usernames và passwords và bức
tường chắn thông tin bị đánh cắp ra ngoài?”
Students: “It’s me” (a student raised his hand)
24
 In this case, when being asked about the role in creating usernames and
passwords and set firewalls, students firstly did not respond and kept silent because
they did not understand all of their teacher’s questions. Usernames and passwords
might be familiar to them, because it appeared regularly on some social network such
as Facebook, Instagram or Gmail. However, there was a difficult word “firewalls”
(trong mạng máy tính “firewall” là “bức tường lửa”-a network security system
designed to prevent unauthorized access to or from a private network) if the teacher
did not explain, they might not understand it. Therefore, until the teacher used code-
switching into Vietnamese, students understood what the question was like and
raised his hand to give the answer. By the time the teacher accepted code switching
in the classroom, there would be a more conducive and relaxed atmosphere that
enhanced the students‟ learning (Timm, 1993). The same opinion with this finding, 4
students strongly agreed, 12 students agreed (making of 80% of participants in sum)
with the statement “When the teacher switches code, I understand lecture more
easily”. Just one student gave the opposite opinion. Furthermore, no one supported
for “strongly disagree”.
The main functions of CS between the target language and the L1 in CLIL
classrooms are to explain and summarize the lesson contents, check comprehension and
build up the students‟ confidence (Coyle, Hood, & Marsh, 2010). The same result with
this conclusion, 17 students agreed “Teacher’s code-switching gives me confidence to
speak and participate in the class” (accounting for 85% in total). In stark contrast, one
student did not consider this benefit.
On the other hand, teacher’s code switch has some disadvantages to learners.
With a low percentage of agreement that “I feel that the teacher violates English
language rules while he/she is going to switch code” accounting for 15%. Through
an interview, a student reported:
“Teacher should speak English in the class with us because we come here to
learn English and if teacher use code-switching, she violates the rule”.
While 7 out of 20 students chose “normal” item, up to 50% of students disagreed.
The next issue of students related to the fact that “Teacher’s code-switching
makes me less proficient in speaking” (making of 15% of agreement and 5% of
strongly agreement). This was probably due to the lack of their fluency in speaking
English if teacher used codeswitching. Some of them were distinguished so they
wanted to practice speaking English fluently and professionally without code-
switching. In his study, Jingxia (2011) specified that students referred to code-
switching when their language proficiency particularly in English was weak.
Similarly, the study conducted by Ma (2012) revealed that poor English competence
was heavily related to code-switching. Therefore, language proficiency is the key
prerequisite to the occurrence of code- switching.

However, teacher’s use of code-switching also led to student's confusion. 10%

of students agreed and 5% of students strongly agreed that “I get confused if the
teacher code-switched during the lecture while 15% of respondents strongly
disagreed and 40% of them disagreed with this problem. In the option “normal”, 6
out of 20 respondents (30%) claimed in the interview that they felt satisfied with
their teacher’s code switching and they felt more comfortable with the lessons when
teacher code- switched.
Another finding is that 15 percent of respondents indicated that they were not
unable to concentrate on the lecture when the teacher uses code-switching while
30% of students felt “normal” when teacher used code-switching. However, more

25
 than half of students 55% (in total of “strongly disagree” and “disagree “item) did
not support this issue. This disagreement might result from that students perceived
teacher’s code-switching creating comfortable environment, without any unnecessary
anxiety (Lai, 1996; Schweer, 1999; Chi, 2000), the learners were able to concentrate
and participate in the classroom practice and activities more successfully.
4.2.2 Reasons for IT students using code-switching in vocational classes
4.2.2.1 The most common types of code-switching in learning vocational English
According to Poplack (1980), there are three kinds of code-switching: inter-
sentential switching, intra-sentential switching, tag-switching. Table below shows the
most common type of code-switching in our data.
Table 4.4: The most common types of code-switching in learning vocational
English
Evaluations
Strongly Strongly
Variables Agree Normal Disagree
Agree Disagree
% N % N % N % N % N
Inter-sentential switching- occurs
outside the sentence or the clause level
in English classes. 20 4 30 6 45 9 5 1 0 0
E.g. : Cài lại phần mềm này mình với.
It’s out of date now!
Intra-sentential switching- occurs
within a sentence or a clause in English
classes. 20 4 40 8 40 8 0 0 0 0
E,g,: Mình nghĩ tiết học hôm nay thế
nào cũng có take pictures
Tag switching- occurs either a tag
phrase or a word, or both in English
classes. 10 2 55 11 35 7 0 0 0 0
E.g.: Mày sửa cái máy tính xong rồi
đúng không?Right?
The result presented in Table 4.4 showed that all the three kinds of code
switching were performed by students. Among of them, tag switching was the most
popular kind that students used frequently in classroom : 55% of students agreed,
10% of students strongly agreed and the remaining 35% of them found it “normal”.
They might find it easy to insert in a sentence made in the L1.
Besides, Intra-sentential switching also got very high percentage of students’
agreements accounting of 60 % and the left students chose “normal”. This was
because the students were not fluent in speaking English. A similar result from an
interview was found as follows:
“I often use intra-sentential switching. I really want to speak English in a full
sentence but I don’t have enough vocabulary and knowledge”.
Lastly, inter-sentential switching is less used in comparison to the high
frequent use of tag-switching. As demonstrated in the table, 50% of students used
inter-sentential- switching while 45% of them reported normally and only 1 student
(5%) disagreed.
This is observed in the following utterances picked up from practical task of IT
students:
For example:

26
 - Teacher: “Now open your laptop and run the application”
- Students: “Work in pairs or individuals? Làm cặp hay cá nhân ạ?”
By code-switching, students could get confirmation from their teacher when
repeating the question in Vietnamese.
4.2.2.2 Reasons for IT student using Inter-sentential switching
Table 4.5 Reasons for IT student using Inter-sentential switching
Evaluations
Strongly Strongly
Reasons Agree Normal Disagree
Agree Disagree
% N % N % N % N % N
To explain new ideas in different cultures 5 1 10 2 0 0 85 17 0 0
To repeat in order to clarify 15 3 60 12 25 5 0 0 0 0
To confirm something 15 3 55 11 20 4 5 1 5 1
To exclude others in a conversation 0 0 35 7 45 9 10 2 10 2
The results in Table 4.5 demonstrate that IT students prefer to use inter-
sentential switching for various reasons.There was 75% of the students’ agreement
(60% of students agreed and 15% strongly agreed) with the reason “To repeat in
order to clarify” and the remaining (25%) felt normal for this impact. Another reason
why 70% of students in total (15% of them strongly agreed and the remaining
agreed) used code- switching was “To confirm something”. While 20% of students
chose “normal” item because they did not know if they had used code switching to
confirm yet. For another common reason is that nearly one third of students‟
agreement (35%) chose to use code- switching to exclude others in a conversation.
For example, in break time, when some students from Chinese class entered the IT
class to meet some of their friends, student A said to his friend “ Hey guy, the girl
with green dress is so beautiful, can you give me her phone number, keep secret,
please!”. In this case, student A did not want that beautiful girl to hear his
conversation so he switched code into English.
Lastly, the less common reason why students used code-switching was to
explain new ideas in different cultures accounting for up to 85% of students’
disagreement. The rest agreed with this statement because they had a chance to talk
with foreigners when they visited the IT class. Through our observation on 20 th
January 2019, teacher of IT class invited two foreigners from America who can
speak Vietnamese to have a talk show on daily topics to help Vietnamese students
practice speaking English. However, not many students were confident to
comunicate with those foreigners, just some outstanding students were active and ask
foreigners some questions. In a short conversation, we found out that students used
code-switching to explain new ideas with them:
Foreigners: “What do you do on Tet’s holiday?”
Students: “Just stay at home and receive age-welcoming money, tiền mừng
tuổi” Foreigners: “Well, lucky money”
Students: “Oh, Yes.”
Obviously, students did not have many opportunities to communicate with
foreigners, so 17 out of 20 students disgreed with this choice.
4.2.2.3 Reasons for IT students using Tag-switching
According to Barredo (1997), “Tag switching involves the insertion of a tag
in one language (e.g. you know, I mean, etc.).” He also mentioned the inclusion of
discourse markers such as “well, okay, all right”, interjections and
27
affirmative/negative particles, following Shiffrin (1987).
Such are highlighted in the following utterances:
Situation: students were working in pairs to talk about their part-time job.
Student A: “Do you have part-time job?”
Student B: “Well. I work for 3S Company”
Student A: “Oh my god! You’re so lucky”
It can be seen that the table 4.6 below showed the reasons why IT students
used tag-switching.
Table 4.6 Reasons for IT students using Tag-switching
Evaluations
Variables Strongly Agree Normal Disagree Strongly
Agree Disagree
% N % N % N % N % N
Exclamations (ex: Wow/Oh My 20 4 60 12 20 4 0 0 0 0
God, etc.)
Give signals to the hearers that 15 3 75 15 10 2 0 0 0 0
language alternation is eminent
(ex: ah, uh, oh, actually, and,
just, like, now, you know, I
think, I mean)

Adverbials (ex: Obviously, 5 1 65 13 30 6 0 0 0 0

Definitely, Very, Never, etc. )
Through the finding, the most commonly reason of using tag-switching was
“Give signals to the hearers that language alternation is eminent” making up 90% in
sum (“strongly agree” and “agree”). Only two of them chose “normal” option. An
example from the recording when students talk each other at the beginning of the
class:
Student A: “If you are late for the class next time, you know, thi lại là cái
chắc”.
Student B: “Ok. I won’t be late at all”.
According to Appel & Muysken (2006), tag switching which is also known as
emblematic switching, is the third type of code- switching and involves an
exclamation, a tag, or a parenthetical remark in a language different from the rest of
the sentence . Common English tags for “Exclamations such as Wow/ Oh My God/
Oh, etc.” with agreement up to 60% students‟ choices. The left students approved for
“normal”. Students used this kind of tag-switching to express the feeling, the
emotion and make the conversation more attractive even if it was not unintentional.
Finally, in another kind of English tags, 65% of students agreed and 5% of them
strongly agreed was “Adverbials” such as Obviously, Definitely, Very, Never, etc.
For instance, when two students were discussing about the software in practical task:
Student A: “What do you think about these three photo imaging packages?”
Student B: “Obviously, mỗi cái có thế mạnh riêng”
In this conversation, students used an adverbial “Obviously” to emphasize the
next utterance in the discourse.
4.2.2.4 Reasons for IT student using Intra-sentential switching
Table 4.7 Reasons for IT student using Intra-sentential switching
Evaluations (%)

28
 Strongly Strongly
Agree Normal Disagree
Variables Agree Disagree
% N % N % N % N % N
To explain the difficult
25 5 55 11 20 4 0 0 0 0
vocabulary and its pronunciation
To provide emphasis about
30 6 55 11 15 3 0 0 0 0
something
To bridge the gap in or Lack
of equivalent words in target 25 5 60 12 15 3 0 0 0 0
language
To expand on a fact 20 4 65 13 0 0 15 3 0 0
Romaine (1989) says that intra-sentential switching also includes mixing
within word boundaries such as switching of NP, VP, PP, N, ADJ, etc. These are also
highlighted in the following utterances:
An example from the recording on practical task of IT students:
- Xin chào các bạn, mình là Minh- admin của group “IT Help”. Cần hỗ trợ gì
thì email cho mình nhé!
Before starting the course, teacher set up a group including all members in IT
class on Facebook, and this utterance came from the student taking charge of that
group’s admin. In this case, the student used “admin” to emphasize his position in
this group. For this reason, there were 17 out of 20 students who agreed and strongly
agreed to use Intra-sentential switching “To provide emphasis about something”.
“To bridge the gap in or Lack of equivalent words in target language” was also
the most common reason why students used Intra-sentential switching which 25% of
students strongly agreed and 60% of them agreed. We continued the conversation
above when students talked about their part-time job:
Student A: “What do you feel when working there at 3S Company?
Student B: “Oh, cực lắm you ơi”.
In this situation, student B did not know how to say “cực lắm” in English
(hard- working), so he code switched into Vietnamese to fill the gap in conversation.
Besides, “To explain the difficult vocabulary about its pronunciation”, 11
students agreed (55%), 5 students strongly agreed (25%) and 4 students were
uncertain about this function for code-switching. The last function “ To expand on a
fact” got the same high percentage of students (85% of students agreed and strongly
agreed). On the other hand, 3 out of 20 students (15%) disagreed with this function
of code-switching.
4.2.3 Benefits of using code-switching in vocational English classes
Table 4.8 Benefits of using code-switching in vocational English classes
Evaluations
Variables Strong Agree Normal Disagree Strongly
ly Disagree
Agree
% N % N % N % N % N
You can speak English more 20 4 60 12 20 4 0 0 0 0
fluently and do not hesitate or
become blocked in your
conversation due to the language
barrier

29
 You are able to convey the 25 5 60 12 15 3 0 0 0 0
utterance to your classmates and
teachers accurately
You are more confident and 25 5 60 12 15 3 0 0 0 0
more interested in learning
English
You are eager to participate 30 6 50 10 20 4 0 0 0 0
in classroom’s activities
Your language skills are 40 8 40 8 15 3 5 1 0 0
improved significantly
Table 4.8 revealed the benefits of using code-switching in vocational class. “You
are able to convey the utterance to your classmates and teachers accurately” and “You
are more confident and more interested in learning English” got the highest number of
agreement (85% in total). It indicated that they perceived the importance as well as the
benefits of using code-switching in English class. Code-switch creates the motivation
and convenience for students to learn English. Furthermore, there were still some
advantages that students highly appreciated as they were eager to participate in
classroom activities, 10 students agreed (50%), 6 students strongly agreed (30%) and the
remaining (20%) gave no response for this benefit. According to Crystal (1987), when
speaker may not be able to express him/herself in his/her own language because the
concept is unfamiliar in the culture, so he/she switches to another language to
compensate for the deficiency. As a result, the speaker may be triggered into speaking in
another language for a while. Therefore, this code-switching made students feel eager to
participate in classroom’s activities.
Moreover, the majority of students stated that they could speak English more
fluently and do not hesitate or become blocked in their conversation due to the
language barrier (80% of agreement), only 4 out of 20 students (20%) had no idea
about this benefit. It is obvious that when learning English students might get some
barriers such as vocabulary, structure limitation, and cultural knowledge so they
could not communicate well. However, when using code-switching, the same big
number of students (80%) agreed that their language skills were improved
significantly, 3 out of 20 students (15%) were uncertain about this benefit and chose
“normal” option, and only one student (5%) gave the opposite opinion.
4.2.4 Drawbacks of using code-switching in vocational English classes
Table 4.9 Drawbacks of using code switching in vocational English classes

Evaluations
Strongly Strongly
Variables Agree Normal Disagree
Agree Disagree
% N % N % N % N % N
It takes longer time to think when
10 2 10 2 50 10 20 4 10 2
moving between languages
It shows your low proficiency
10 2 25 5 10 2 45 9 10 2
in English.
Code-switching can lead to
the misunderstanding between 5 1 40 8 30 6 15 3 10 2
speakers and listeners.

30
 Teachers fight code-switching
5 1 10 2 25 5 40 8 20 4
when it occurs in their classroom.
The listeners do not
understand the source language
5 1 20 4 40 8 20 4 15 3
because of the lack of cultural
background.
You have low self-esteem and lack
self-confident in speaking in 5 1 15 3 35 7 35 7 10 2
vocational English classes

Table 4.9 describes the disadvantages of using code switching in vocational

classes. As seen from this graph, most IT students had the similar idea to that “code
switching can lead to the misunderstanding between speakers and listeners”. In the
questionnaire, students’ perceptions on the use of code-switching were divided into
three separate statements which required the students to “strongly agree,” “agree,”
“normal’, “disagree,” or “strongly disagree”. A majority of students (40%) agreed,
only 5 % of them strongly agreed, but 30% of them found it “Normal” that code-
switching led to the misunderstanding, and 25% of them thought in a different way.
Those who agreed claimed that since the language of instruction was English, code-
switching only affected the students’ English proficiency and prevented them from
using the language properly, which led to misunderstand between speakers and
listeners.
Concerning the option for drawbacks of using code switching in vocational
English classes, students stated that “It takes longer time to think when moving
between languages’’. A majority of students (50%) chose “normal” since they were
unaware of how code-switching would take-time their use of English. This was
followed by 20% of the class who strongly agreed and agreed, 20% of them
disagreed, and 10% of them strongly disagreed. The open-ended responses to this
option revealed that those, who agreed or strongly agreed, identified the negative
effects of code-switching. There were still many disadvantages in using code-
switching. For instance, “It shows your low proficiency in English”. Having low
language proficiency implies students have poor vocabulary when they do not
know many words and have poor general language knowledge since they have not
learnt profoundly the language yet. As can be seen in the table above, the majority
of students (55%) chose to “disagree” and “strongly disagree” which implied that
they were not concerned about the fact that using code-switching might have bad
impacts on their use of English. In contrast, 10% of them strongly agreed and 25%
of them agreed that code-switching affected the development of their English
proficiency. The remaining (10%) was in neutral, they did not express their ideas.
In the reference to the option, “Teachers fight code-switching when it occurs in
their classroom”, there was a difference of agreement percentages among students.
25% of students agreed that their teacher did not allow them to use code-switching in
English class because they would be dependent on code-switching, over-translation
would lead to ineffective learning result. In contrast, 12 students opposed this
disadvantage. They claimed that their teacher sometimes encouraged them to use
code-switching in the learning process. “Teacher just warned us not to abuse using
code-switching many times in classroom”, a student revealed in an interview.
Another disadvantage was “The listeners do not understand the source
language because of the lack of cultural background”, which accounted less number
of agreement percentage (25%). In reality, code-switching is used by bilingual
31
people, and used in multilingual community; hence, the misunderstanding is
unavoidable when speakers, listeners and readers have different culture background.
However, 20% of students strongly disagreed and 15% of them disagreed with this
issue. There were 8 out of 20 students who did not have any ideas about this
drawback.
The final disadvantage which students faced was shown as they had low self-
esteem and lack self-confident in speaking in vocational English classes (accounting
only 25% in total of agreement). This result indicated that students did not use code-
switching very often because they were shy to communicate in class. The reason why
they were not confident in participating the conversation might come from their
English level, they lacked vocabulary, they were afraid of making mistakes, thus
sometimes they kept silent. Just a small number of students in class were self-
confident, 45% of them disagreed with this problem and the rest (35%) did not have
any ideas. A student answered in the interview:
“I sometimes got some difficulties in speaking English, for example, I don’t
have enough words to talk and my pronunciation is not good, so code-switching is my
choice which helps me feel more confident”.
Although there are many authors protesting against the use of code switching in
the classrooms, code switching is still an effective tool for the ‘management of
learning’ (Ferguson, 2003). For some students, it also motivates them in learning
English. As a case in an interview above, student reported that code-switching helped
him get more confidence to speak English.
4.3. Chapter summary
This study explores the perceptions of IT students regarding the practice of
code switching in vocational English classroom. The questionnaire revealed that
most of students used code-switching on a regular basis because of its convenience.
They used code-switching for many reasons. The most common reason was used to
repeat in order to clarify and emphasize something for interlocutors. When students
got difficulty in expressing what they meant in Vietnamese or vice versa, then they
used code-switching to explain some IT specialized terms, and to talk about a
particular topic. For better expression and clarification, students used code-switching
to make an interjections, for example, students might inserted some trigger words
such as “you know, by the way, anyway, you know what”. Moreover, to keep the
meaning of the original speaker, students used code-switching to quote somebody
else. The other two common reasons with rather high percentage were “softening or
strengthening request or command”, and “meeting real lexical need”. However, the
reason that was not prefered by the students was to express group identity. Through
the survey, majority of students agreed that it was useful to switch code in English
class. Through the interview, students reported that they might be more confident
when the conversation would be continuous without interruption. The fact was that,
the general level of English proficiency in the IT classes was low, so there were
some bad impacts when teacher used English only. Through the table 4.2, most of
students revealed that they were not sure of the terms and lesson contents in
vocational English classes. The next one was they failed to express what they meant
in the target language. The third impact was lacking of confidence their learning of
vocational English. Moreover, when teachers only used English, they did not
understand what the teachers said in English. In contrast, through the respondents in
the questionnaire, when teacher switched code, most of students understood the tasks
better and the learning process was facilitated.
Students use three kinds of code-switching differently. Among them, tag-

32
switching was the most popular kind that students prefered to use in the classroom.
Students used tag switching to make exclamations, give signals to the hearers and
they also used it as asverbials to emphasize the utterance in the discourse. The ways
they used each type of code-switching was different. An example was illustrated
from the survey that, students used intra-sentential switching to explain the difficult
vocabulary and its pronunciation, to provide emphasis about something, to brigde the
gap of equivalent words in L1 and to expand on a fact. Otherwise, to explain new
ideas in different cultures, to repeat in order to clarify, to confirm something or to
exclude others in a conversation, inter-sentential switching was used. The study also
examined the benefits as well as the drawback of code switching by IT students.
However, the benefits were overweight than the drawbacks.
The findings revealed that code-switching is really necessary in learning
vocational English for IT students. Code switching by students in vocational English
classroom functions as a strategy for students who have limited competence in the
target language to overcome communicative barriers, especially when they get
difficulties expressing ideas in English. Students engage in code switching when
interacting with their peers and teachers, particularly during collaborative group
discussions. Code switching in this context functions as a peer scaffolding strategy,
in which the first language is used by the students to provide mutual guidance and
assistance for task completion as an effective tool in learning English.
In conclusion, code-switching has positive effects on both learners and
teachers. It helps learners be more confident and more interesting in learning English
so that they can convey the utterances to their classmates accurately and speak
English more fluently. As a result, their language skills are improved significantly
because of the benefits of using code-switching.
The next chapter - Chapter Five will conclude the research by giving
recommendations and implications for enhancing the effectiveness of using code -
switching in learning English for IT students in EFL classes. The limitation of the
present research and suggestions for further study will be discussed thoroughly in
Chapter Five.

33
 CHAPTER 5
CONCLUSION AND IMPLICATIONS

In this chapter, a brief summary of the study with its aims and findings has
been presented. After that, the implications of the study’s findings will be discussed.
Finally, the researcher will provide some suggestions for further research and
mention the limitation of the study.
5.1. Overview of the study and conclusion
This research presents the use of code-switching in vocational English class by
IT students at Phu Xuan University. The findings of research show mainly the
students’ perceptions of using CS, the reason why they choose CS in their English
learning, and the way how students use code-switching in learning vocational
English for IT. Besides, its impacts on learning process are also reported through the
participants’ view-points. Some major findings are listed below:
First of all, it particularly aims to explore the students’ perceptions of the use
of code-switching in learning English. The findings showed that most IT students
(95%) knew about the concept “code-switching” and they were aware of the benefits
of using code-switching but students did not code-switch very often in vocational
English classes. A majority of students (75%) sometimes used code-switching
because of its equivalence. The main reason why many students did not often switch
code was that they were passive and not confident enough to communicate in English
class. Therefore, teacher should also use code-switching to encourage their students
in joining the class’s activities. Secondly, the instrument used is a questionnaire to
explore the purposes of code-switching in vocational English classes. From the
findings, among 20 students questionned, 19 students (95%) mentioned that they
used code-switching “to repeat in order to clarify and emphasize something for
interlocutors”. Besides, to explain some IT specialized terms and talk about a
particular topic were also the main purpose of students’ code-switching. In addition,
code-switching is believed to assist students in bridging a gap in the knowledge of a
target language (Hughes, Brice, 2006; Bullock & Toribio, 2009; Elida, T., 2014), so
70% of students used code-switching to make an interjection.
Finally, the study also pays special attention to the benefits of using code-
switching in classroom. For teachers’ use of code-switching, it had a positive impact
on students’ learning process. Through the study 90% of students were revealed to
state that teacher’s code-switching for the task instructions helped them understand
the tasks better and facilitate the learning process. Besides, the majority of students
supposed that teacher’s code-switching gave them confidence to speak and
participate in the class as well as motivate them to work in that subject. Moreover,
students could understand new and difficult vocabulary, concepts and ideas. What is
more, most of students also found it beneficial to use code-switching with friends
and teachers in vocational English classes. As the results indicated, students used tag
switching most frequently in order to give signals to the hearers, and make
exclamations. Meanwhile, inter-sentential switching was used the least to exclude
others in a conversation, confirm something, clarify something and explain new ideas
in different cultures.
Furthermore, the finding reveals that in addition to the benefits of using code-
switching obtained, it also contains some disadvantages such as the
misunderstanding between speakers and listeners and showing students’ low
proficiency in English.
5.2 Recommendations
5.2.1 For English teachers
For English teachers, it’s important to be aware of the positive as well as the
negative features of using code-switching in teaching and learning. Based on the
present findings, teachers could gain a deep benefit from using code-switching in
vocational English classes. As using only English may lead to a lack of confidence in
students’ learning English and students might not be sure of the lessons’ contents,
teachers should consider the advantages of code-switching to use their first language
to facilitate their teaching more effectively. It is obvious that using English only is
not suitable for non-major English students; therefore, using both languages in
vocational classes are encouraged. However, how to balance the right proportion
between L1 and L2 is difficult. It is suggested that teachers should be encouraged to
maximize the use of SL/FL and minimize their use of the first language. According
to Nguyen, T. H. (2013), a study on Vietnamese university EFL teachers’ code-
switching in classroom instruction concluded that teacher’ over-translation into
Vietnamese might lead to student boredom, and demotivate them to learn English.
Hence, over-translation should not be encouraged except for some cases such as
emphasizing instructions or explaining complicated concepts or rules or information
to avoid students’ heavy dependence on teachers’ use of Vietnamese.
5.2.2 For IT students
Hoffman (1991, p.113) explains that code switching can occur quite frequently
in an informal conversation among people who are familiar and have a shared
educational, ethnic, and socio-economic background. It is avoidable in a formal
speech situation among people especially to those who have little in common factors
in terms of social status, language loyalty, and formality. Therefore, students should
not use code-switching when communicating with foreigners, who have different
culture. According to Hughes et al. (2006), when a speaker is not fluent in the target
language, it is code-switching that helps to continue his/her communication. Students
refer to their L1 to make meaningful communication. As a result, 60% of students
shared the suggestion that code-switching should be used in vocational class to
increase their motivation and confidence in learning English. What is more, 11 out of
20 students reported that code-switching should be used when they have difficulty in
continuing a conversation in the target language. However, before using code-
switching, students should consider the linguistics competence, background and
social situations carefully. Besides, to avoid the misunderstanding among
interlocutors or motivate students in learning English, students should not overuse
code-switching which may also distort the clarity of Vietnamese. In short, students
should be aware of the benefits of using code-switching which should be used as an
integral part of EFL lessons.
5.3 Limitations
During this research implementation, there are some unavoidable limitations.
The sample size consisting of 20 participants is the first one. Because of the limited
number of students in school, the findings from this research might not be sufficient
to make major generalizations. Therefore, this number should be higher to reach a
higher reliability. Secondly, the questionnaire was not designed clearly enough so
that students might get confused with some questions. Therefore, collecting data for
students’ code-switching was not sufficient. Moreover, the restricted time prevented
the researcher from reviewing more theoretical background to have a broader view of
this issue. Finally, there were limited materials for the study.
5.4 Suggestion for further studies
After this study’s completion, there are some suggestions for further studies
related to this field. Firstly, the researcher should find out the language pair that
translators/interpreters use to switch codes more (Vietnamese - English or English
-Vietnamese). This can help students have an overview towards the use of CS in
translation and interpretation. Besides, further research on code-switching should pay
attention to the solutions that help translators and interpreters use code-switching
successfully. They can find some techniques or strategies to apply CS in translation
and interpretation in an effective way and make this process become easier.
5.5 Conclusion
The researcher has conducted “An investigation into code-switching for EFL
students in IT class at Phu Xuan University, Hue City”. There were 20 students
participating in this thesis. Through the questionnaires, interviews and observation,
the data were collected and analyzed, leading to the findings presented above. In
spite of the fact that there were some difficulties during the process of carrying out
this thesis, the researcher identified the implications and made recommendations for
the future research. It is hoped that the study will make a contribution to the method
of improving English capacity as well as the English fluency in vocational English
class at Phu Xuan University in particular and in other universities in general.

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APPENDICES
 APPENDIX 1
QUESTIONNAIRE
(For Students)

FOR INFORMATION TECHNOLOGY (IT) STUDENTS

AT PHU XUAN UNIVERSITY
This questionnaire aims at collecting data for the research “An Investigation into
Code-switching by EFL Students in Information Technology Classes at Phu
Xuan University, Hue City”.
The information collected is going to be used only for academic purposes and will
not be disclosed to anybody or to any organization
Contact (phone and/or email): ..................................................................................
......................................................................................................................................
I. Personal Information
Age: 15-20  20–25 26–30
How long have you learnt vocational English for IT?
One semester (45 periods) Two semesters (90 periods)
II. Assessment towards Code Switching
Code-switching Definition: “Code-switching is the process of going from one
language to the other in mid-speech when both speakers knew the same language”
(Cook, 2008).
For example: Student A: Pass hộ mình cái notebook với Nam!
Student B: Cuốn này đúng không, right?
Please answer the following questions and putting tick (√) next to your choice. You
may choose more than one option or give your own opinions in some questions.
1. In which situation code-switching occurs?
 Situation 1:
Student A: Set up lại phần mềm này mình với. It’s out of date now!
Student B: Ok, Tý nữa nhé!
 Situation 2:
Student A: Mày thích nghe nhạc Pop hay nhạc Rock?
Student B: Nhạc Pop mày ạ!
2. How often do you use code-switching (CS) in learning vocational English for IT?
Most of the times Sometimes Seldom Never
Please circle a number to indicate how much you agree with each statement.
(1-Strong disagree 2-Disagree 3-Neutral 4-Agree 5-Strongly agree)
3. Why do you use CS in vocational English classes for IT?
(1: Strongly Disagree 2: Disagree 3: Neutral 4: Agree 5. Strongly agree)
1 2 3 4 5
To explain some IT specialized terms
To talk about a particular topic
To quote somebody else
To emphasize something
To make an interjection
To repeat in order to clarify
To express group identity
To show intention of clarifying speech contents for
interlocutors
To soften or strengthen a request or command
To meet a real lexical need
To exclude others when a comment is intended for an
exclusive audience
Other(s): (please specify):
……………………………………………………………………………….
………………………………………………………………………………
4. Do you think code-switching is helpful in vocational English class?
Strongly Disagree Disagree Neutral
Agree Strongly agree
5. Who do you often use code switching with in your English class?
Teachers Classmates
 Teachers and classmates Yourself
6. How do you feel when teacher uses English only in the vocational English classes?
(1-Strong disagree 2-Disagree 3-Neutral 4-Agree 5-Strongly agree)
1 2 3 4 5
A lack of confidence in my learning
vocational English
I am not sure of the terms and lesson
contents in vocational English classes
I fail to express what I mean in the target
language
I don’t understand what teachers say in
English classes
7. What do you think if your teacher code-switches from English to Vietnamese and
vice versa during his/her lessons?
(1-Strong disagree 2-Disagree 3-Neutral 4-Agree 5-Strongly agree)
1 2 3 4 5
When the teacher switches code I
understand lecture more easily when the
 teacher switches code
Teacher’s code-switching helps me in
understanding new and difficult vocabulary,
concepts and ideas
Teacher’s code-switching for the task
instructions helps me understand the tasks
better
Teacher’s code-switching gives me
confidence to speak and participate in the
class
Teacher’s code-switching motivates me to
work in that subject
Teacher’s code-switching facilitates the
learning process
I get confused if the teacher switches during
lecture
I feel that the teacher violates English
language rules while he/she going to switch
code
Teacher’s code-switching makes me less
proficient in speaking
I am unable to concentrate on the lecture
when teacher uses the code-switching
Other(s): (please specify):
………………………………………………………………………………
………………..…………………………….…………………………….…

8. Does your teacher encourage you to use code-switching in learning English?

Yes. The teacher always encourages me to use code-switching in English class
Yes. The teacher sometimes encourages me to use code-switching in English
class
 No. The teacher does not allow me to use code-switching in English class
9. Type of code-switching you often use in English classes
(1-Strong disagree 2-Disagree 3-Neutral 4-Agree 5-Strongly agree)
1 2 3 4 5
Inter-sentential switching- occurs
outside the sentence or the clause level
in English classes.
E.g.: Cài lại phần mềm này mình với.
It’s out of date now!
Intra-sentential switching- occurs within
a sentence or a clause in English classes.
E,g,: Mình nghĩ tiết học hôm nay thế
nào cũng có take pictures
Tag switching- occurs either a tag
phrase or a word, or both in English
classes.
E.g.: Mày sửa cái máy tính xong rồi
đúng không? Right?
Other(s): (please specify):
………………………………………………………………………………………
…………..……………..……………..……………....……………..

10. When do you use Tag switching?

(1-Strong disagree 2-Disagree 3-Neutral 4-Agree 5-Strongly agree)
1 2 3 4 5
Exclamations (ex: Wow/Oh My God, etc.)
Give signals to the hearers that language
alternation is eminent (ex: ah, uh, oh, actually,
and, just, like, now, you know, I think, I
mean)
Adverbials (ex: Obviously, Definitely, Very,
Never, etc.)
Other(s): (please specify):
………………………………………………………………………………
……………..…………………..……………………………………………

11. When do you use Inter-sentential switching?

(1-Strong disagree 2-Disagree 3-Neutral 4-Agree 5-Strongly agree)
1 2 3 4 5
To explain new ideas in different
cultures
To repeat in order to clarify
To confirm something
To exclude others in a conversation
Other(s): (please specify):
………………………………………………………………………………………
…………..……………………………………………………………
12. When do you use Intra-sentential switching?
(1: Strongly Disagree 2: Disagree 3: Neutral 4: Agree 5: Strongly Agree)
1 2 3 4 5
To explain the difficult vocabulary about
its pronunciation
To provide emphasis about something
To bridge the gap in or Lack of equivalent
words in L1
To expand on a fact
Other(s): (please specify):
………………………………………………………………………………………
…………..……………………………………………………………

13. The benefits you receive from code-switching in learning vocational English.
(1-Strong disagree 2-Disagree 3-Neutral 4-Agree 5-Strongly agree)
1 2 3 4 5
I can speak English more fluently
and do not hesitate or become
blocked in your conversation due
to the language barrier
I am able to convey the utterance
to your classmates and teachers
accurately
I am more confident and more
interested in learning English
I am eager to participate in
classroom’s activities
My language skills are improved
significantly
Other(s): (please specify):
………………………………………………………………………………………
…………..……………………………………………………………

14. The drawbacks of using code-switching in vocational English for IT?

(1-Strong disagree 2-Disagree 3-Neutral 4-Agree 5-Strongly agree)
1 2 3 4 5
It takes longer time to think when
moving between languages
It shows your low proficiency in
English.
Code-switching can lead to
misunderstand between speakers and
listeners.
Teachers fight code-switching when it
occurs in their classroom.
The listeners do not understand the
source language because of the lack of
cultural background.
 You have low self-esteem and lack
self-confident in speaking in
vocational English classes
Other(s): (please specify):
………………………………………………………………………………………
…………..……………………………………………………………

15. What are your suggestion to use code-switching in vocational English for IT?
(1-Strong disagree 2-Disagree 3-Neutral 4-Agree 5-Strongly agree)
1 2 3 4 5
To avoid misunderstanding in a
conversation, code-switching shouldn’t be
used when you communicate with
foreigners who have different culture
Code-switching should be used as an
integral part of EFL lessons
Use Code-switching in a certain case when
you have difficulty continuing a
conversation in the target language.
Before using CS you should consider the
linguistic competence, background and
social situations carefully.
Code-switching shouldn’t be used in
vocational classes because of the decline
in the standards of English
Other(s): (please specify):
………………………………………………………………………………………
…………..……………..……………..……………..……………..

APPENDIX 2
INTERVIEW QUESTIONS
(For Students)
Generally, code switching means the shifting of language or we can easily say
moving from one language to another language in a conversation.

1. What do you think about the use of code-switching in English classes?

2. Do you often use code-switching between Vietnamese and English in learning
English for IT at PXU?
3. What type of code-switching do you often use? Why?
4. What language skills do you often use to code-switch?
5. Why do you use code-switching in learning English for IT?
6. How does code-switching help you in learning English for IT?
7. What difficulties do you often face in using code-switching?
8. How do you overcome the difficulties in using code-switching?
9. Do you think should students use code-switching in learning English for IT?
10. Do you have any suggestion towards code-switching when learning English for
IT?

 The end 