Examining the Effect of Teacher’s Code-Switching on Students’ Writing Performance in English Language Classroom: the Case of Wolaita Sodo University Dawro Tarcha Campus, Ethiopia
| dc.contributor.advisor | Nuru Mohammed | |
| dc.contributor.author | Markos Medhin | |
| dc.date.accessioned | 2026-08-18T09:04:09Z | |
| dc.date.available | 2026-08-18T09:04:09Z | |
| dc.date.issued | 2026-04-20 | |
| dc.description.abstract | This study examined the effect of code-switching on students’ writing performance in English language classrooms using a quasi-experimental research design, situated within a pragmatic paradigm and guided by a mixed-methods approach. The study was further informed by principles of Culturally Responsive Teaching (CRT), which emphasize the value of learners’ linguistic and cultural resources in the instructional process. Data were collected through pretests, posttests, and teacher interviews. Thirty-three undergraduate students majoring in Dawro Doonaa were assigned to two groups based on pretest results: a control group received instruction exclusively in English, while an experimental group was taught through a codeswitching approach that incorporated students’ first language (L1). The participants were thirdyear students enrolled in an Advanced Composition in English course. Writing performance was assessed at sentence, paragraph, and essay levels, and qualitative data were gathered from two instructors regarding their perspectives on L1 use in instruction. It should be noted that the relatively small sample size constitutes a limitation of the study and may affect the generalizability of the findings. Quantitative analysis using SPSS version 26 revealed no statistically significant differences between the two instructional approaches across key writing dimensions, including grammatical accuracy, structural coherence, idea development, and clarity. Although minor variations were observed—such as slightly higher mean scores for the code-switching group in grammatical accuracy and for the English-only group in idea development and clarity—these differences were not statistically meaningful. Likewise, no significant variation was found across writing levels, indicating that task complexity, rather than instructional language, was the primary factor influencing student performance. The qualitative findings from teacher interviews indicated that code-switching is perceived as a practical and context-sensitive strategy that supports comprehension, reduces learner anxiety, and enhances confidence, particularly among lower-proficiency students. While these perceptions are consistent with CRT principles, the quantitative results suggest that such benefits do not translate into measurable differences in writing performance. Overall, the findings indicate that both code-switching and English-only instruction can produce comparable outcomes when effectively implemented, with writing performance being influenced more by pedagogical practices, learner characteristics, and task demands than by the instructional language itself. Based on these findings, it is recommended that educators adopt a flexible and learner-centered approach to instruction. In multilingual classrooms, the strategic and limited use of codeswitching may be employed to support comprehension and engagement, while maintaining sustained exposure to English to promote the development of academic writing skills. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/8877 | |
| dc.language.iso | English | |
| dc.publisher | Addis Ababa University | |
| dc.subject | Thirty-three undergraduate students majoring in Dawro Doonaa were assigned to two groups based on pretest results: | |
| dc.title | Examining the Effect of Teacher’s Code-Switching on Students’ Writing Performance in English Language Classroom: the Case of Wolaita Sodo University Dawro Tarcha Campus, Ethiopia |