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Vol. 2 No. 4 (2025): October

Copyright (c) 2025 Ali Mohammad Hekmat; Soma Hotak, Deewa Karwar, Mohammad Kazim Amiri, Khatira Habibi (Author)

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Teachers’ Beliefs of Code-Switching in English as a Foreign Language (EFL) Classes at Kabul Education University

https://doi.org/10.62810/jssh.v2i4.78
Ali Mohammad Hekmat
Kabul University of Medical Sciences “Abu Ali Ibn Sina, Department of English Language, Faculty of Medicine, Kabul, Afghanistan
Soma Hotak
Kabul University of Medical Sciences “Abu Ali Ibn Sina, Department of English Language, Faculty of Medicine, Kabul, Afghanistan
Deewa Karwar
Kateb University, Department of Economy, Faculty of Economics Sciences, Kabul, Afghanistan
Mohammad Kazim Amiri
Kabul University of Medical Sciences “Abu Ali Ibn Sina, Department of English Language, Faculty of Medicine, Kabul, Afghanistan
Khatira Habibi
Kabul University of Medical Sciences “Abu Ali Ibn Sina, Department of English Language, Faculty of Medicine, Kabul, Afghanistan

Corresponding Author(s) : Ali Mohammad Hekmat

alihekmat2023@kums.edu.af

Journal of Social Sciences and Humanities, Vol. 2 No. 4 (2025): October

Abstract

This study investigates the beliefs and perceptions of English as a Foreign Language (EFL) teachers at Kabul Education University regarding the use of code-switching in their classrooms. Employing a qualitative research design, the study aims to provide an in-depth understanding of teachers' viewpoints and experiences with code-switching as a pedagogical tool. A purposive sampling technique was utilized to select 10 EFL teachers from the university's English Language Department, all of whom had a minimum of two years of teaching experience. The findings reveal that the majority of teachers recognize the practical functions of code-switching, such as clarifying difficult concepts, providing feedback, and enhancing student confidence, particularly among lower-proficiency learners. However, some teachers raised concerns that excessive reliance on the first language (L1) could hinder English language acquisition by limiting exposure to the target language (L2). Despite these differing perspectives, most teachers acknowledged the value of code-switching as an instructional strategy when employed strategically. The study underscores the importance of a balanced approach to code-switching, ensuring that it supports students' language development while maintaining opportunities for immersion in English.

Keywords

Bilingual education Classroom strategies Code-switching EFL teaching Language acquisition Language learning Teachers’ perceptions
Hekmat, A. M., Hotak, S., Karwar, D., Amiri, M. K., & Habibi, K. (2025). Teachers’ Beliefs of Code-Switching in English as a Foreign Language (EFL) Classes at Kabul Education University. Journal of Social Sciences and Humanities, 2(4), 124–138. https://doi.org/10.62810/jssh.v2i4.78
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Author biographies is not available.
Received 2025-03-23
Accepted 2025-10-25
Published 2025-10-31
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