EFL Iraqi Teachers’ Code-Switching in Classrooms of EFL Context: Functions and Motivations

This study sheds light on code-switching, which is explicated as the transition from one language to another with the aim of enhancing communication and conveying the message effectively. In fact, studies focusing specifically on code-switching by Iraqi EFL teachers in Iraqi universities are scarce, as the field has received scant scholarly attention. The current study examines the code-switching practices utilized by Iraqi teachers in their English as a Foreign Language (EFL) classroom. It aims to contribute to the understanding of code-switching among educators. The primary focus of this study is to understand why Iraqi teachers use code-switching as well as how and when it is used to enhance the English language teaching and learning process. A qualitative research method was adopted, employing two instruments: observation and semi-structured interviews. Three EFL teachers from Al-Nisour University College in Iraq participated in this study to explore their perceptions of why and how they employ code-switching. The findings revealed that code-switching significantly affected the students' English language skills. The study also demonstrated how code-switching facilitated the teaching process and highlighted instances when teachers chose to use it. Furthermore, the findings indicated that teachers employed code-switching for several key reasons: students' low proficiency in English, some teachers’ limited English competence, some intricacies of language skills, class management, sharing the same first language, and heterogeneous classes. However, learners’ low English ability, some teachers limited English competence, and heterogeneous classes were the most dominant factors causing code-switching practices. Although the implementation of code-switching is deemed a beneficial teaching strategy, it does not provide the optimal conditions for English language development.