English Major EFL Students’ Code-switching Frequency in an EFL Classroom at Tertiary Level of Ethiopia

Abstract

This research was conducted to investigate English major EFL students’ code-switching frequency in an EFL classroom at tertiary level. To achieve this objective, data was gathered through classroom observation audio record and close-ended questionnaires. A total of 109 students, who were selected using available sampling, took part in the study. The data obtained was analyzed quantitatively. The techniques used to analyze the data were frequency, percentage, Kruskal Wallis H test, and ordinal logistic regression. The result obtained shows that first year students code-switched almost never while second year and third year students code-switched rarely and about half of the time respectively. It was again found that first year students use 8.8% Amharic to 91.2% English while second year and third year students use 30.5% Amharic to 69.5% English and 32% Amharic to 68% English respectively. Besides, a statistically significant difference in code-switching frequency was obtained among the three class years. First year students code-switch less frequently while third year students did more. Finally, a statistically significant relationship was found between students’ code-switching and class year of the students, mother tongue of the students, the type of school they came from, their parents’ educational status, their Amharic language speaking skill, and their perception towards code-switching. Based on the findings, it was concluded that English major second year and third year students are using Amharic excessively. However, the students’ code-switching had to decrease as their grade level increased. They also had to consider their classmates who know little or no Amharic. The excessive use of Amharic will reduce their exposure to English language learning which is dangerous in language acquisition and learning that needs their teachers serious follow up.