The Lived Experiences of Non-Thai Teachers in Code-Switching at Nakhon Pathom Rajabhat University

Abstract

This study investigates the lived experiences of non-Thai teachers' code-switching in delivering their English lessons in EFL classrooms. The study employed a qualitative approach, specifically phenomenology. The teachers were interviewed using semi-structured interview questions. The responses were transcribed and analyzed using Colaizzi’s seven-step descriptive phenomenological data analysis approach. The findings of this study showed that teachers’ experiences of code-switching were a helpful, practical, and essential tool to foster active participation from the students. The teachers’ reasons for utilizing code-switching are to relieve students’ anxiety and amplify socialization, word power, understanding of grammar, and instruction. Furthermore, the study also emphasizes that excessive use of code-switching can hinder the student’s learning of the target language.  Additionally, the teachers face a challenge when they code-switch due to the tone-sensitive nature of the Thai language. Thus, it is suggested that one must be at least conversational in the students' language to use code-switching effectively. It is concluded in this study that teachers should not cease using code-switching since it helps students grasp complex ideas and allows them to be engaged in the classroom.