The paper titled "Code-switching Versus Target-language-only for Saudi EFL Students" by Mazeegha A. Al Tale' and Faten Abdullrahman AlQahtani focuses on exploring the impact of code-switching (CS) compared to target-language-only (TL-only) instruction on beginner-level Saudi EFL students’ learning and affective sustenance, particularly in reading comprehension.
The purpose of the study is to determine the perceptions of female Saudi EFL students regarding the use of CS and TL-only instruction, and whether these teaching strategies affect their learning outcomes and emotional well-being in the classroom. The study also seeks to understand students’ preferences between these two instructional approaches and the reasons behind their choices.
Methodologically, the study employs a mixed-methods approach, using a questionnaire and follow-up interviews to collect data from 52 female Saudi EFL students at King Khalid University. The participants were first-year students enrolled in a reading comprehension course. The data collected was then analyzed using descriptive statistics and paired-samples t-tests to compare the students' perceptions of CS and TL-only instruction.
The key findings of the research indicate that the students had positive perceptions of CS, considering it helpful in understanding difficult concepts, learning new vocabulary, and overall learning effectiveness in reading comprehension. On the other hand, TL-only instruction was perceived less favorably, with students expressing that it was less effective for their learning needs. The study also found that CS had a significant positive impact on the students’ affective sustenance, including their confidence, comfort, and reduced stress levels during classes. In contrast, TL-only instruction was associated with lower levels of affective support.
In conclusion, the study suggests that beginner-level EFL students in Saudi Arabia prefer code-switching to TL-only instruction, as it not only aids in comprehension but also provides emotional support in the classroom. The findings have implications for English language teaching in Saudi Arabia, recommending that educators consider the benefits of CS, particularly for beginner students, to enhance both their learning experience and emotional well-being.