Code-Switching in EFL Speaking Classes: A Case Study of Students’ Emotional Engagement

Abstract

Code-switching is commonly used by lecturers in English as a Foreign Language (EFL) classroom to facilitate comprehension and interaction, but its relationship with students’ emotional engagement may depend on how and when it occurs. This study explored five EFL students’ perceptions of lecturers’ code-switching and its influence on emotional engagement at a private university in Southeast Sulawesi, Indonesia. Using a qualitative case study design, data were collected through classroom observations and semi-structured interviews. Observations documented lecturers’ code-switching practices, while interviews explored students’ interpretations and emotional responses. The data were analyzed thematically. The findings revealed that students valued code-switching when they encountered comprehension difficulties and preferred a balanced use of English and Indonesian. Appropriate timing supported understanding and reduced language anxiety, whereas excessive or poorly timed code-switching could undermine emotional engagement. These findings extend understanding of classroom code-switching by showing how students’ emotional responses relate not only to lecturers’ language choices but also to the frequency and timing of language shifts. Lecturers should therefore use Indonesian selectively to clarify difficult content while maintaining opportunities for meaningful English-speaking practice.