Examining Influence of Code-Switching on Classroom Interaction and Language Learning at the University Level in Multan

Abstract

This study investigates the influence of code-switching among teachers and learners in university-level English classrooms. Adopting a quantitative research paradigm, the study systematically measured classroom practices using structured questionnaires to examine patterns, frequency, and perceived impact of code-switching. The participants comprised 50 female respondents from The Women University Multan, including 20 English teachers aged 25–46 years and 30 B.S. learners aged 16–24 years. Data were collected through purposive sampling to ensure relevant insights into classroom interactions. The questionnaire, adapted from Prof. M. Yousuf Malik’s (2014) work on code-switching in English teaching, enabled the researcher to quantify teachers’ and learners’ perceptions of its usefulness. Findings reveal that the majority of teachers employ code-switching to enhance communication, explain difficult concepts, relate lessons to the present context, and manage classroom attention effectively. Learners reported that code-switching supports understanding of new vocabulary, facilitates completion of difficult tasks, increases confidence in speaking English, and makes lessons more engaging. Comparative analysis indicates strong alignment between teachers’ and learners’ perspectives, confirming that code-switching is an effective pedagogical tool in higher education contexts. The study concludes that judicious use of code-switching enhances teaching efficacy and learner comprehension, making it a valuable strategy in English language classrooms.