ROLE OF CODE-SWITCHING IN TEACHING ASIAN TERTIARY-LEVEL EFL STUDENTS WRITING SKILL

Abstract

The objective of this study is to explore the role of code-switching (CS) in teaching writing skills to Asian tertiary-level EFL students. While CS has been widely researched in general language instruction, its specific application in writing pedagogy remains underexplored, particularly in an Asian context. This study investigates how CS can facilitate the teaching of writing by clarifying grammar rules, reducing students' anxiety, and enhancing their comprehension of complex writing tasks. A survey of 50 EFL students was conducted using a Likert scale, examining their perceptions of CS in the classroom. The findings reveal that CS plays a supportive role in developing writing skills, though its effectiveness is most evident in teaching vocabulary and grammar. This study suggests that CS can be a valuable pedagogical tool, but further research is needed to optimize its use in writing instruction.