Abstract
The critical role of code-switching in English language classrooms cannot be discounted, as numerous studies show that code-switching is a practical language teaching strategy. The need to code-switch may become more pronounced in a learning environment where students have limited avenues to develop and polish their English language skills besides doing in-class activities. This means that the students’ progress in learning and using the English language can be slow and challenging, which may impact their overall academic performance. Thus, to promote better comprehension and task achievement in an English classroom, teachers may resort to code-switching from time to time. For instance, while the medium of instruction at the University of Technology and Applied Sciences-Al Musannah (UTAS-A) is English and code-switching inside the classrooms is not at all encouraged, teachers may switch to Arabic, the students’ first language (L1), to explain some abstract and complex concepts. While studies demonstrate that code-switching may help facilitate classroom discussions, understanding of lessons, and optimum participation, it is vital to take into account how students view code-switching in a language classroom. Hence, this paper sought to explore students' attitudes and perceptions about code-switching in English classrooms at the University.
