ENGLISH 6 THE IMPACT OF TEACHERS’ CODE-SWITCHING ON STUDENTS’ ACHIEVEMENT IN SPEAKING ENGLISH AT B.S. LEVEL

AT DERA GHAZI KHAN

Abstract

The current research has tried to find out the connection between teachers’ code-switching and learners’ achievement in speaking English at B.S level at Dera Ghazi Khan, a city of Southern Region of Punjab, Pakistan. For this purpose, an experimental research design was used to measure the effect of independent variable (Teachers’ code-switching) on dependent variable (Students’ achievement in speaking English). Students were placed in experimental and control groups on the basis of their CGPA. Control group was taught according to traditional method (without any code-switching). The experimental group was taught by using code-switching method for three months. After the treatment, a speaking test was conducted among the learners of both the groups to determine relationship between teachers’ code-switching and learners’ achievement in speaking English. The findings revealed that teachers’ code-switching has positive impact on learners’ achievement in speaking English. Furthermore, to investigate English learners’ attitudes towards teachers’ code switching and to know about role of teachers’ code-switching in language learning at Dera Ghazi Khan, two questionnaires were used. A sample of 70 teachers and 150 students was taken for collecting the desired data. The findings revealed that majority of the students of Dera Ghazi Khan preferred that lectures should be explained both in Urdu and English languages. 59% students claimed that code-switching is 91% to 100% effective in classrooms and 86% students agreed that code-switching attracts their attention more than the teaching without code-switching. Meanwhile, results of teachers’ questionnaire indicated that teachers switch codes to boost students’ learning in second language and to maintain affinity and interactive relationships with students.