CODE-SWITCHING IN THE ENGLISH CLASSROOM: CAUSES AND EFFECTS

Authors

  • Munisa Shovkieva Автор

DOI:

https://doi.org/10.5281/zenodo.17505111

Abstract

This study explores the use of code-switching in English as a Foreign Language (EFL) classrooms in Uzbekistan, focusing on how teachers’ language choices influence students’ communicative outcomes. Two groups of adult learners (14 students each) participated in the study at a private language center in Tashkent. The first group began learning English from elementary level entirely in L2, while the second group was exposed to L2 gradually, with heavy use of L1 for grammar and reading instruction. Results revealed significant differences in speaking and listening proficiency between the two groups. Learners who were taught primarily in English (Group 1) developed higher fluency, confidence, and IELTS readiness, whereas the other group displayed stronger grammar and reading but struggled with oral fluency and comprehension. Findings suggest that limited, purposeful code-switching can support understanding, but excessive reliance on L1 restricts communicative development. 

 

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Published

2025-10-31

Issue

Vol. 1 No. 1 (2025): International Conference on Business & Management

Section

Статьи

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How to Cite

Shovkieva, M. (2025). CODE-SWITCHING IN THE ENGLISH CLASSROOM: CAUSES AND EFFECTS. International Conference on Business & Management, 1(1), 168-170. https://doi.org/10.5281/zenodo.17505111