Code-switching and Educational effectiveness: A quantitative analysis of NUML Peshawar English classrooms

Abstract

This study investigates the pedagogical role and frequency of code-switching in English classrooms at the National University of Modern Languages (NUML), Peshawar campus. Code-switching is a characteristic feature of bilingual education systems, especially in contexts where English serve as the medium of instruction. A quantitative approach employing close-ended questionnaires was used to assess the perceptions of both students and teachers regarding code-switching. The findings reveal that 42.4% of students regularly and 27.4% often engage in code-switching, while 77.8% consider it beneficial for understanding complex concepts. Teachers reported employing code-switching to clarify difficult material and enhance student engagement. Despite these advantages, concerns were raised about its potential to impede English language fluency. The study concludes that while code-switching can be pedagogically effective in bilingual classrooms, a balanced instructional approach is necessary to support both comprehension and target language proficiency.