Code-Switching as a Cognitive Strategy in Learning English Speaking Skills across Interactional Contexts: Insights from EFL University Students
DOI:
https://doi.org/10.60087/jklst.vol5.n2.001Keywords:
Code-switching, cognitive strategy, EFL, speaking skills, sophomore studentsAbstract
Code-switching (CS) is gradually recognized as a critical cognitive strategy in language acquisition, especially in English speaking skills. This study investigates how EFL students use CS across interactional contexts, which cognitive strategies are dominant when using CS and how they generally perceived the role of as a cognitive strategy in English-speaking activities. The study integrates mixed techniques including questionnaire, semi-structured interviews and classroom observation. The quantitative data is collected from 45 sophomore students majoring in English at Industrial University of Ho Chi Minh City (IUH). The findings indicate that CS is used across different interactional settings widely. Notably, there was balance CS use between student-student and student-teacher. Besides, CS often occurred in pair work rather than group work and when discussing complex speaking topics. Cognitive strategies emerged as the dominant mechanism driving CS usage including brainstorming, organizing ideas and language retrieval during speaking tasks. Furthermore, the results confirmed their positive perspectives on CS’ role as a beneficial cognitive and communicative resource that helped them organize ideas, maintain communication, clarify meaning, and participate more confidently in English-speaking activities. The study suggests that CS should be viewed not as a deficiency but as a valuable pedagogical and cognitive resource in language to enhance teaching effectiveness and English-speaking skills as well.
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