Suburban Vietnamese EFL Freshmen’s Perceptions of Teachers’ Classroom Code-Switching: A Mixed-Methods Study

Suburban Vietnamese EFL Freshmen’s Perceptions of Teachers’ Classroom Code-Switching: A Mixed-Methods Study

Hoang Quoc Viet* viethq@ueh.edu.vn University of Economics Ho Chi Minh City (Vietnam)
Vo Thi Ngoan ngoanvt@ueh.edu.vn University of Economics Ho Chi Minh City (Vietnam)
Summary: 
The use of code-switching (CS) has been increasingly acknowledged as an effective teaching approach in English as a Foreign Language (EFL) classrooms, especially for students with limited language proficiency. Yet, little is known about how learners in rural areas of Vietnam perceive this practice. This study investigates the perceptions of first-year non-English major students in the Mekong Delta regarding their teachers’ use of CS, with a particular focus on its pedagogical, affective, and sociocultural functions. An explanatory sequential mixed-methods design was employed, involving a questionnaire completed by 116 university freshmen (A1-A2 CEFR levels), followed by semi structured interviews with 13 purposively selected participants. Quantitative data indicated generally positive student perceptions of teachers’ CS, with the sociocultural function receiving the highest ratings, followed closely by pedagogical and affective roles. Thematic analysis of interview data supported these findings and revealed that CS was perceived as a helpful strategy for clarifying complex content, reducing anxiety, and contextualizing learning within students’ lived experiences. Students also emphasized the importance of balanced language use, recommending approximately 70-80% English and 20-30% Vietnamese instruction. Perceptions were influenced by factors such as proficiency level, prior English exposure, learning preferences, and long-term goals. The findings underscore the need for context-sensitive instructional practices and suggest that strategic use of CS may enhance learner engagement and comprehension in under-resourced educational settings. Pedagogical implications, limitations, and directions for future research are discussed.
Keywords: 
Code-switching (CS)
EFL education
mixed-methods
student perceptions
Vietnamese rural areas.
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