A Tale of Two Tongues: Perceptions and Reflections on the Factors Influencing Code-Switching among Saudi and Sudanese EFL Undergraduates

First-language (L1) interference is a significant issue in bilingual contexts, prompting ongoing debate. This mixed-method study investigates the motivations behind code-switching among EFL learners in second language classes, focusing on sociolinguistic and psychological factors. The central question is: What drives EFL undergraduate English majors to revert to their first language during these classes? The study utilized closed and open-ended questionnaires with 68 EFL students from Saudi Arabia and Sudan, analyzing the results through statistical and thematic methods. Findings revealed that 77.7% of participants frequently use their L1 to enhance communication and comprehension in their second language. Many emphasized the importance of balanced language use for effective acquisition. Influential factors include first language proficiency, family background, and personal experiences. Positive psychological effects, such as increased well-being and confidence, were noted, alongside negative aspects like anxiety. Ultimately, the study concludes that a complex interplay of linguistic, social, and psychological factors influences code-switching among Arab learners. These findings have significant implications for global language education, highlighting the need to consider the sociolinguistic and psychological factors that influence language use