EFL Students’ Perceptions of Code-switching at an International College in Vietnam

Code-switching serves as a pivotal linguistic strategy in EFL classroom, especially within multilingual settings such as Vietnam. It enhances comprehension, fosters engagement, and promotes dynamic interaction between educators and learners, thereby enriching the language acquisition process. This study explores the perceptions of 150 English-majored students at Bach Khoa Sai Gon College (BKC) concerning the role and pedagogical implications of Code-switching. Employing a quantitative approach, the research utilized a structured survey to gather data, which was subsequently analyzed using statistical methods to evaluate its effects on comprehension, motivation, and classroom participation. The results reveal that students view Code-switching as a valuable tool for grasping intricate linguistic concepts and alleviating anxiety, thus supporting its integration into EFL pedagogy. This investigation contributes significantly to the broader discourse on language teaching methodologies, advocating for a strategic and balanced application of Code-switching to optimize learning outcomes. However, it also underscores the necessity for longitudinal studies to assess its sustained impact on language proficiency and acquisition. By addressing these dimensions, the study offers actionable insights for educators while identifying avenues for future research to refine instructional practices in multilingual EFL environments.