Libyan EFL University Teachers’ Beliefs and Practices of Code Switching

Abstract

Abstract The study aimed at exploring the Libyan EFL university teachers’ beliefs and practices of code switching. It also aimed at identifying the functions of code switching applied by teachers in their EFL classes. A mixed method approach was applied. To obtain the required data 50 Libyan university EFL teachers were asked to respond to a 20-items 5-points Likert scale questionnaire and semi-structured interviews were conducted with six English teachers. The analysis of data was through using thematic analysis of qualitative data of the interview and SPSS for the quantitative data of the questionnaire. The findings revealed that more than half of the participant teachers hold a positive belief towards applying code switching in their classes. In addition, the findings highlighted a number of functions beyond the practices of this phenomenon labelled under three categories: classroom instructions, classroom management and interpersonal relation. To conclude, the practice of code switching in EFL classes is very beneficial in the learning process, especially when the teachers’ beliefs are in accordance with their practices