Code-Switching in EFL Classrooms:A Qualitative Study of Learners’ Perceptions and Experiences

Abstract

This study investigates Saudi undergraduate EFL learners’ perceptions and experiences of code-switching in English language classrooms. Using a qualitative design, data were collected through semi-structured interviews with fifteen students enrolled in EFL courses at a public university. Thematic analysis revealed three key functions of code-switching: as a comprehension aid, an emotional support mechanism, and a facilitator of classroom engagement. Learners viewed strategic Arabic use as beneficial for understanding complex concepts, reducing performance anxiety, and fostering interpersonal connection with teachers and peers. Framed within Communication Accommodation Theory, the findings suggest that code-switching functions as a relational and pedagogical tool that enhances learner confidence and inclusion. While students supported selective L1 use, they also emphasized the importance of maintaining English immersion for language development. The study advocates for context-sensitive bilingual teaching practices that validate learner identity and support academic achievement.