The Impact of Teacher-Initiated Code Mixing on EFL Student Learning Engagement and Motivation

Abstract

This dissertation examines the impact of teacher-initiated code mixing on the engagement and motivation of EFL (English as a Foreign Language) students, focusing on third-year university students. The study aims to explore how the strategic use of code mixing by teachers influences student learning experiences, motivation, comprehension, and active participation in the classroom. Utilizing a mixed-methods approach, data were collected through interviews done with teachers, as well as questionnaires distributed to students. The findings reveal that many teachers employ code mixing to clarify complex concepts, enhance understanding, and foster a more engaging learning environment. Students generally responded positively, indicating that code mixing aids in their comprehension and encourages their participation. However, the study also highlights some potential drawbacks. Certain teachers expressed concerns about the confusion it might cause and the possible negative impact on students' proficiency in the target language. The research discusses the delicate balance required between utilizing code mixing effectively and maintaining the integrity of language learning.