Engineering Students Perceptions about English Language Teachers Code Switching from English to Sindhi Language

Abstract

Code-switching is a linguistic phenomenon that occurs in multilingual academic societies around the globe. This study aimed to uncover engineering discipline students’ perceptions regarding English Language Teachers’ code switching from L2 to L1 in a traditional classroom setting. One hundred fifty (150) students ranging from diverse engineering disciplines participated in this study.  Research tool for this study was survey questionnaire comprising 10 items. Five point Likert scale was used quantifying perceptions of engineering students’ about English Language teachers’ code switching strategy.  The research instrument was partially adopted from a study of Fareed, Humayun, Akhtar (2016). Data analysis mode was quantitative and Statistical Package for Social Sciences (SPSS) was used drawing percentages for variables included in questionnaire. Findings revealed that ‘teachers’ code switching helped engineering students understanding lecture easily, it supported students understanding the task better, it generated confidence among students for speaking and participation for other classroom activities, it developed motivation for working hard in other engineering subjects, and it facilitated students learning process.   In this perspective, this study concluded that code switching plays paramount role in effective teaching and learning for second language classroom teaching. This classroom practicum shift should be taken positively because it promotes better learning outcomes for the learners in the field of academia.