Efl teachers beliefs and practice of code switching a case study at ba ria vung tau university master of tesol

Abstract This study explores the practice, including the forms and functions, and beliefs of code-switching practiced by EFL teachers in classroom instruction in the Vietnamese University context Some research in this field conducted around the world highlighted some noticeable theories In the education context, many techniques, conclusions, and ideas of Vietnamese University professors' codeswitching practice have been contributed by various significant research Furthermore, there have been few studies in the Vietnamese setting that compare the similarities and differences between instructors' views on code-switching and their actual practice of code-switching in teaching, research on the practice of code-switching should be done at every school and university with various external components For the context, this study was conducted at Ba Ria – Vung Tau University (BVU) with the participation of EFL teachers and 59 students in teacher participants’ classes Data collecting stages were conducted using four major sources of data: classroom observations, questionnaires for both teachers and students, and interviews with the observed teachers The Findings show that teachers practiced codeswitching very often in their teaching process for 19 different functions Among the functions found in the study, several appeared more or less than other previous ones Codeswitching was also presented under forms in this study Three forms found in the previous studies, including inter-sentential, intra-sentential, and tag/fill/extra-sentential, appeared in this study and one new form of codeswitching named ‘Single Switching’ by the researcher also found in this study Also shown in the findings for the similarity and differences between teachers’ beliefs and practice of codeswitching, teachers’ belief have influenced significantly their practice of codeswitching Teachers with positive support toward employing codeswitching had most times practice codeswitching in their teaching process and vice versa However, several teachers with unsupportive attitudes toward codeswitching, in some teaching stages or skills, employed more codeswitching than they thought with pedagogy purpose or unintentional Keywords: codeswitching, forms, functions, teacher, attitude, belief, nonEnglish major students, BVU EFL teacher, Error! No text of specified style in document i Table of Contents Abstract i Table of Contents ii List of Figures iv List of Tables v List of Abbreviations vi Statement of Original Authorship vii Acknowledgments viii Chapter 1: Introduction 1.1 Background .1 1.2 Context 1.3 Purposes 1.4 Significance, scope, and definitions .5 1.5 Thesis outline Chapter 2: Literature Review 2.1 Definitions of key terms 2.1.1 Bilingualism and code-switching 2.1.2 Definition of Codeswitching: .8 2.2 The practice of codeswitching in language teaching: 10 2.2.1 Functions of codeswitching: .10 2.2.2 Types of codeswitching: 12 2.3 Teacher’s perceptions and beliefs of code-switching in the language teaching context 13 2.4 Status of code-switching research in Vietnam: 15 2.5 Synthesis .17 Chapter 3: Methodology 21 3.1 Research context 21 3.2 Research method 21 3.3 Research participant 23 3.4 Instruments 24 3.4.1 Classroom Observations: 24 3.4.2 Questionnaires: 26 3.4.3 Interviews: 29 3.4.4 Summary of Research Tools: .30 3.5 Procedure and timeline 32 3.5.1 Pilot Study: 32 3.5.2 Data Collecting Procedure: .33 3.6 Analysis 35 3.6.1 Data from Observation: 36 ii Error! No text of specified style in document 3.6.2 Data from Questionnaire: 36 3.6.3 Data from Interview 37 3.6.4 Summary of data analysis 37 3.7 Ethics and limitations 38 3.7.1 Ethics 38 3.7.2 Limitations 38 Chapter 4: Data Analysis Results and Discussions 39 4.1 Analysis of data 39 4.1.1 What teachers understanding of codeswitching and their opinion toward using codeswitching in EFL classrooms 39 4.1.2 When and how teachers use codeswitching .40 4.1.2.1 functions of codeswitching used by BVU EFL teachers .40 4.1.2.2 Forms of code-switching used by BVU EFL teachers 44 4.1.3 How teachers’ attitude and belief in using codeswitching 47 4.1.3.1 Teachers’ belief in the functions of codeswitching 47 4.1.3.2 Teachers’ attitude toward using codeswitching 50 4.2 discussion of result .57 4.2.1 BVU EFL teachers’ practice of codeswitching in terms of functions and forms 57 4.2.2 BVU EFL Teachers’ attitude and belief in using codeswitching .58 4.2.3 The similarities and differences between the teachers’ opinions about and their actual practice of code-switching .60 4.2.3.1 Similarities between teachers’ opinions and their practice of codeswitching .60 4.2.3.2 Differences between teachers’ opinions and their practice of codeswitching .63 Chapter 5: Conclusions 67 5.1 Summary of results and findings 67 5.1.1 Major finding for BVU EFL teachers’ practice of codeswitching in terms of functions and forms 67 5.1.2 Major finding for BVU EFL teachers’ belief and attitude toward using codeswitching .68 5.1.3 Major finding for the similarities and differences between the BVU EFL teachers’ opinions about and their actual practice of code-switching 68 5.2 Implications for EFL teachers 71 5.3 Limitations and further directions 74 Appendices 77 References 78 Error! No text of specified style in document iii List of Figures [The List of Figures can be created automatically and updated with the F9 key – refer to Thesis PAM.] Figure 2.1 Conceptual Framework of the current study 17 Figure 3.1 Research and data collecting procedure 35 Figure 3.2 Research procedure 37 Figure 4.1 The total times teachers switched code 41 Figure 4.2 The number of codeswitching by function by each teacher 42 Figure 4.3 Forms of codeswitching 45 iv Error! No text of specified style in document List of Tables [The List of Tables can be created automatically and updated with the F9 key – refer to Thesis PAM.] Table 2.1 Summary of Hypothetical Codeswitching Identification 18 Table 3.1 Summary for the time and length of observations 26 Table 3.2 Summary of the questionnaire 28 Table 3.3 Summary of the research tools 31 Table 3.4 Summary of the revisions for research tools 32 Table 4.1 The total times teachers switched code 41 Table 4.2 The number of codeswitching by function by each teacher 42 Table 4.3 Forms of codeswitching 45 Table 4.4 Students’ answers for functions of codeswitching 48 Table 4.5 Teachers’ answers for functions of codeswitching 49 Table 4.6 Teachers’ and students’ attitudes to code-switching in teachers’ persona 51 Table 4.7 Teachers’ and students’ attitudes to code-switching to subject access 53 Table 4.8 Teachers’ and students’ attitudes to code-switching to classroom management 54 Table 4.9 Teachers’ and students’ attitudes to code-switching to interpersonal relations 55 Table 4.10 Number of codeswitching times at different skills 61 Table 4.11 The percentage and frequency of teachers’ codeswitching by function 62 Table 5.1: Summary of major findings from the current research 69 Table 5.2 Summary of implications based on the major findings 73 Error! No text of specified style in document v List of Abbreviations If appropriate, list any abbreviations used in the thesis BVU Ba Ria Vung Tau University CS Code-switching CM Code-mixing EFL English as Foreign Language L1 Language L2 Language TL Target Language SL Second Language T Teacher S Student Q Question vi Error! No text of specified style in document Statement of Original Authorship The work contained in this thesis has not been previously submitted to meet requirements for an award at this or any other higher education institution To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made Signature: _ Date: _ Error! No text of specified style in document vii Acknowledgments I owe a great debt of gratitude to the dearest individuals who were willing to support me and provide their priceless assistance during the research process for me to complete this M.A thesis First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Le Hoang Dung, for his encouragement, guidance, and support during my study I am very grateful for being his student in this MA program and I highly appreciate his enthusiasm and patient in instructing me and giving suggestions throughout the long process of conducting the research and writing this thesis In addition, I would like to thank all my professors for their helpful instructions, as well as all my classmates in MTESOL 2017 for their friendship and invaluable suggestions during the Master's course at Ba Ria – Vung Tau University I would like to send my sincere thanks to the teacher and student participants and all of my colleagues at Ba Ria – Vung Tau University I could not have finished my data collecting stages as well as the research without their precious support Finally, I would be remiss If I did not send my most sincere thanks to all my family members who always encouraged and supported me a lot during my research viii Error! No text of specified style in document Appendix 1: OBSERVATION SCHEME OBSERVATION SCHEME Teacher’s code: :…… ………………………………………… Class: ……………………………Lesson:……………… To reduce students’ anxiety in learning Forms of code-switching To check for comprehension To build good relationship between teacher and To motivate students in their learning To give feedback or compliment to students’ To control classroom discipline To explain the differences between L1 and L2 To introduce new and unfamiliar topic To explain activity instruction activities To explain grammar point Stages/ To explain vocabulary meaning Functions To explain difficult concept Date and time: …………………………………………………Time of observation … ……………………………… Intersentential Intrasentential Extrasentential Warm-up/ review last lesson Teaching vocabulary Teaching grammar Listening Speaking Reading Writing Review Homework assignment Other situation in which the teacher code-switching during his/her class sessions: …………… 82 Appendix 2: QUESTIONAIRE TO TEACHERS Dear Teacher, My name is Nguyen Thi Phuong Thao – a teacher of English at BVU Currently, I’m studying a research entitled “EFL TEACHERS’ BELIEFS AND PRACTICE OF CODE-SWITCHING: A CASE STUDY AT BA RIA – VUNGTAU UNIVERSITY” The aims of this research are to study teachers’ belief and practice of codeswitching (the shifting from English to Vietnamese and vice versa) in teaching English in EFL classrooms for non-major students at BVU I would like to take this short note as a thank you for your contribution to the study The questionnaire below is the second stage of the research after observation stage Please answer the questions with your most honesty because your answers will greatly contribute to the success of this research The results of this questionnaire will be used only for research purposes and your information will be treated with complete confidentiality May you have any questions about the content of the questionnaire or the research, please not hesitate to contact the researcher at: Email: Thaoflint@gmail.com Tel: 034 933 1933 Best regard, Nguyen Thi Phuong Thao Teacher’ name: ……………………………………………………………………… Job tittle and work place…………………………………………………………… The below questionnaire refers to your preference and beliefs in the practice of CS in the class Please carefully read all the information in the questionnaires and answer with your most truthful Answer question 1.1 to 1.5 for the teacher’s background information 1.1 Your age: 1.2 Gender: 1.3 Numbers of year of teaching 1.4 What English program have you been teaching at the respond time? 1.5 What level of English are you teaching at BVU? years old Male Female other Elementary pre-inter Years Beginner intermediate 83 Answer Question 2.1 to 2.13 by place a tick () in the columns provided These questions show some reasons for teachers’ practice of CS during the class I practice CS in my class in the following situation: 2.1 To explain vocabulary meaning 2.2 To explain grammar point 2.3 To explain activity instruction 2.4 To explain difficult concept 2.5 To introduce new and unfamiliar topic 2.6 To explain the differences between L1 and L2 2.7 To control classroom discipline 2.8 To give feedback or compliment to students’ responses 2.9 To motivate students in their learning 2.10 To build good relationship between teacher and students 2.11 To check for comprehension 2.12 To reduce students’ anxiety in learning 2.13 To give students learning tips 2.14 To assign groups or students 2.15 To give warning never Hardly ever often Almost all the time every time 84 2.16 To change topics or activities 2.17 Other reasons: …wrap up lesson …………………… Answer Question 3.1 to 3.20 by place a tick () in the columns provided These questions show teachers’ beliefs on practicing Code-switching during the class: Below are some of my beliefs about practicing CS during class Agree Agree little neutral Disagree little disagree A Teacher’s persona 3.1 Code-switching helps teacher express themselves clearly in both languages 3.2 Code-switching may cause difficulty in understanding 3.3 Code-switching may pollute languages 3.4 Code-switching practice indicates that teachers are deficient in English (deficient: not having enough of ) 3.5 Code-switching practice indicates that teachers are proficient in English (proficient: skilled and experienced) B Subject access 3.6 Code-switching can be employed in all kinds of topics in class 3.7 Code-switching helps teachers better explain the grammatical points and lexical items in the text 3.8 Code-switching helps teachers better explain culture topics in the text 3.9 Code-switching helps teachers better elicit responses from students 3.10 Code-switching helps teachers better clarify the lesson content taught 85 C Classroom management 3.11 Code-switching helps teachers better clarify task instruction 3.12 Code-switching helps teachers better discipline the students 3.13 Code-switching helps teachers better engage student’s attention 3.14 Code-switching helps teachers better request quiet 3.15 Code-switching helps teachers better direct students D Interpersonal relations 3.16 Code-switching helps teachers better encourage students 3.17 Code-switching helps teachers better praise students 3.18 Code-switching helps teachers better enliven the atmosphere of class (e.g., make a joke for humor) 3.19 Code-switching helps teachers better comment on the students’ response 3.20 Code-switching helps teachers better negotiate with students (reduce distance) E Others 3.21 Students prefer their teachers using codeswitching to English only 3.22 Before teachers employ codeswitching, students can understand more than 50% 3.23 According to you, ……………….skill/stages can be taught from 80% to 100% in English (speaking, listening, reading, writing) 3.24 Other ideas :………………………………………… 86 Appendix 3: QUESTIONAIRE TO STUDENTS Dear Student, My name is Nguyen Thi Phuong Thao – a teacher of English at BVU Currently, I’m studying a research entitled “EFL TEACHERS’ BELIEFS AND PRACTICE OF CODE-SWITCHING: A CASE STUDY AT BA RIA – VUNGTAU UNIVERSITY” The aims of this research are to study teachers’ belief and practice of codeswitching (the shifting from English to Vietnamese and vice versa) in teaching English in EFL classrooms for non-major students at BVU I would like to take this short note as a thank you for your contribution to the study The questionnaire below is the second stage of the research after observation stage Please answer the questions with your most honesty because your answers will greatly contribute to the success of this research The results of this questionnaire will be used only for research purposes and your information will be treated with complete confidentiality May you have any questions about the content of the questionnaire or the research, please not hesitate to contact the researcher at: Email: Thaoflint@gmail.com Tel: 034 933 1933 Best regard, Nguyen Thi Phuong Thao Name of your teacher: …………………………………………… Class/ level: ………………………………… The below questionnaire refers to your preference and beliefs in the practice of CS in the class Please carefully read all the information in the questionnaires and answer with your most truthful Answer question 1.1 to 1.5 for the teacher’s background information 1.1 Your age: (tuổi) 1.2 Gender: (giới tính) 1.3 Numbers of year in the University (năm học đại học) 1.4 What English program have you been studying at the respond time? (chương trình tiếng Anh theo học) 1.5 What level of English are you studying at BVU? (trình độ tiếng Anh theo học) years old Male Female other Elementary pre-inter Years Beginner intermediate 87 Answer Question 2.1 to 2.13 by place a tick () in the columns provided These questions show some reasons for teachers’ practice of CS during the class Your teacher practices CS in your class in the following situation: 2.1 To explain vocabulary meaning – giải thích nghĩa từ vựng 2.2 To explain grammar point – giải thích ngữ pháp 2.3 To explain activity instruction – giải thích cách thực hoạt động 2.4 To explain difficult concept – giải thích nội dung khó 2.5 To introduce new and unfamiliar topic – giới thiệu giải thích chủ đề mới, khơng quen thuộc 2.6 To explain the differences between L1 and L2 – giải thích khác tiếng Việt tiếng Anh 2.7 To control classroom discipline – kiểm soát kỷ luật lớp học never Hardly ever often Almost all the time every time 2.8 To give feedback or compliment to students’ responses Đưa nhận xét khen ngợi câu trả lời sinh viênc 2.9 To motivate students in their learning – động viên sinh viên học tập 2.10 To build good relationship between teacher and students Xây dựng mối quan hệ tốt giáo viên sinh viên 2.11 To check for comprehension – kiểm tra mức độ hiểu 2.12 To reduce students’ anxiety in learning – giảm lo lắng cho sinh viên 2.13 To give students learning tips – giới thiệu mẹo học tập 2.14 To assign groups or students – định nhóm SV 2.15 To give warning – đưa cảnh báo 2.16 To change topics or activities – thay đổi chủ đề hoạt động 2.17 Other reasons (lý khác): ……………………… 88 Answer Question 3.1 to 3.20 by place a tick () in the columns provided These questions show students’ beliefs on practicing CS during the class: Below are some of your beliefs about practicing CS during class Agree Agree little Disagree neutral disagree little A Teacher’s persona 3.1 Code-switching helps teacher express themselves clearly in both languages chuyển ngữ giúp giáo viên thể thân rõ ngôn ngữ 3.2 Code-switching may cause difficulty in understanding chuyển ngữ gây khó khăn việc hiểu nghĩa 3.3 Code-switching may pollute languages chuyển ngữ làm rối ngơn ngữ 3.4 Code-switching practice proves that teachers are deficient in English Việc dùng chuyển ngữ chứng tỏ giáo viên thiếu kỹ ngôn ngữ 3.5 Code-switching practice proves that teachers are proficient in English Việc dùng chuyển ngữ chứng tỏ giáo viên thành thạo ngôn ngữ tiếng Anh B Subject access – tiếp cận học: 3.6 Code-switching can be employed in all kinds of topics in class Chuyển ngữ dùng tất chủ đề lớp 3.7 Code-switching helps teachers better explain the grammatical points and lexical items in the text Chuyển ngữ giúp giáo viên giải thích ngữ pháp từ vựng tốt 3.8 Code-switching helps teachers better explain culture topics in the text Chuyển ngữ giúp giáo viên giải thích chủ đề văn hóa tốt 89 3.9 Code-switching helps teachers better elicit responses from students Chuyển ngữ giúp giáo viên hiểu câu trả lời SV lời dễ dàng 3.10 Code-switching helps teachers better clarify the lesson content taught Chuyển ngữ giúp giáo viên làm rõ nội dung học dạy tốt C Classroom management 3.11 Code-switching helps teachers better clarify task instruction Chuyển ngữ giúp giáo viên hướng dẫn làm tốt 3.12 Code-switching helps teachers better discipline the students Chuyển ngữ giúp giáo viên giữ kỷ luật sinh viên tốt 3.13 Code-switching helps teachers better engage student’s attention Chuyển ngữ giúp giáo viên thu hút ý sinh viên tốt 3.14 Code-switching helps teachers better request quiet Chuyển ngữ giúp giáo viên giữ trật tự lớp tốt 3.15 Code-switching helps teachers better direct students Chuyển ngữ giúp giáo viên định sinh viên tốt D Interpersonal relations 3.16 Code-switching helps teachers better encourage students Chuyển ngữ giúp giáo viên khuyến khích sinh viên học tập tốt 3.17 Code-switching helps teachers better praise students Chuyển ngữ giúp giáo viên khen ngợi sinh viên tốt 3.18 Code-switching helps teachers better enliven the atmosphere of class (e.g., make a joke for humor) Chuyển ngữ giúp giáo viên thay đổi không khí lớp học tốt 3.19 Code-switching helps teachers better comment on the students’ response 90 Chuyển ngữ giúp giáo viên nhận xét câu trả lời sinh viên tốt 3.20 Code-switching helps teachers better discuss with students Chuyển ngữ giúp giáo viên trao đổi với sinh viên tốt E Others 3.21 You prefer your teacher using codeswitching to using English only Bạn thích việc giáo viên dùng chuyển ngữ dùng tiếng Anh hoàn toàn 3.22 Before teacher codeswitch from English to Vietnamese, you can understand the English content more than 50% Trước giáo viên thực chuyển ngữ Anh-Việt, bạn hiểu nội dung tiếng Anh 50% 3.23 According to you, ……………….skill can be taught from 80% to 100% in English Theo bạn, kỹ dạy từ 80% tới 100% tiếng Anh (kỹ năng: nghe, nói, đọc, viết) 91 Appendix 4: SEMI-STRUCTURED INTERVIEW QUESTIONS – VIETNAMESE VERSION A – CÁC CÂU HỎI VỀ QUAN ĐIỂM CÁ NHÂN CỦA GIÁO VIÊN TRONG VIỆC SỬ DỤNG CHUYỂN NGỮ TRONG GIẢNG DẠY TIẾNG ANH: Thầy/ vui lịng chia sẻ sơ lược hiểu biết thầy/cô việc chuyển ngữ CỤM CÂU HỎI VỀ TEACHERS’ PERSONA 2.1 chuyển ngữ giúp giáo viên thể thân rõ ngôn ngữ 2.2 chuyển ngữ gây khó khăn việc hiểu nghĩa 2.3 chuyển ngữ làm rối ngơn ngữ 2.4 Việc dùng chuyển ngữ chứng tỏ giáo viên thiếu kỹ ngôn ngữ 2.5 Việc dùng chuyển ngữ chứng tỏ giáo viên thành thạo ngôn ngữ tiếng Anh CỤM CÂU HỎI VỀ CHUYỂN NGỮ TRONG SUBJECT ACCESS 3.1 Theo thầy/cô, CS dung tất chủ đề học khơng? 3.2 Theo thầy/cơ, giải thích ngữ pháp Tiếng Anh tiếng Anh hay tiếng Việt hiệu hơn? Tại sao? 3.3 theo thầy/cơ, CS có giúp thầy cô hiểu câu trả lời SV tốt khơng? 3.4 Chuyển ngữ giúp giáo viên giải thích chủ đề văn hóa tốt 3.5 Chuyển ngữ giúp giáo viên làm rõ nội dung học dạy tốt 92 CỤM CÂU HỎI VỀ CHUYỂN NGỮ TRONG CLASSROOM MANAGEMENT 4.1 Chuyển ngữ giúp giáo viên hướng dẫn làm tốt 4.2 Chuyển ngữ giúp giáo viên giữ kỷ luật sinh viên tốt 4.3 Chuyển ngữ giúp giáo viên thu hút ý sinh viên tốt 4.4 Chuyển ngữ giúp giáo viên giữ trật tự lớp tốt 4.5 Chuyển ngữ giúp giáo viên định sinh viên tốt CỤM CÂU HỎI VỀ CHUYỂN NGỮ TRONG INTERPERSONAL RELATION 5.1 Chuyển ngữ giúp giáo viên khuyến khích sinh viên học tập tốt 5.2 Chuyển ngữ giúp giáo viên khen ngợi sinh viên tốt 5.3 Chuyển ngữ giúp giáo viên thay đổi khơng khí lớp học tốt 5.4 Chuyển ngữ giúp giáo viên nhận xét câu trả lời sinh viên tốt 5.5 Chuyển ngữ giúp giáo viên trao đổi với sinh viên tốt Dựa kinh nghiệm cá nhân, thầy/cơ có nghĩ CS giải pháp tốt cho khó khăn học sinh việc học ngôn ngữ không? - Nếu có, vui lịng cho biết 93 - Nếu khơng, có phương pháp khác thay khơng? Các thầy/cô thường sử dụng tiếng Anh cách ngẫu nhiên/tự nhiên hay có kế hoach trước dung CS q trình dạy? Thầy/cơ thường xem xét yếu tố dùng CS việc dạy tiếng Anh? (thái độ học, trình độ SV, nội dung học, cảm xúc cá nhân …) Thầy/cơ có khuyến khich sinh viên dùng tiếng Anh lớp học không? Bằng cách nào? 10 Theo thầy/ cơ, lý học sinh thường dùng CS lớp học? 11 Lợi ích bất cập việc dùng CS lớp gì? 12 Trong trình học sư phạm thầy có hướng dẫn nên dùng tiếng Anh cách thức dùng chuyển ngữ hiệu lớp không? 13 Thầy có cảm thấy khơng thoải mái, tiêu cực hay có lỗi dùng CS lớp khơng? 14 Bên cạnh CS, thầy có thường dùng phương pháp khác trường hợp nêu khơng sao? B CÁC CÂU HỎI VỀ SỰ KHÁC BIỆT TRONG QUAN NIỆM CỦA GIÁO VIÊN VÀ THỰC HÀNH THỰC TẾ KHI SỬ DỤNG CHUYỂN NGỮ: TÌNH HUỐNG KHÁC BIỆT LÝ DO CỦA GIÁO VIÊN GHI CHÚ PHÂN TÍCH 94 Appendix 5: SEMI-STRUCTURED INTERVIEW QUESTIONS – ENGLISH VERSION A – QUESTIONS ABOUT THE TEACHER'S PERSONAL VIEWPOINTS IN USING CODE-SWITCHING IN ENGLISH LANGUAGE TEACHING: Please express briefly your understanding of codeswitching QUESTIONS OF TEACHERS’ PERSONA 2.1 Code-switching helps teacher express themselves clearly in both languages 2.2 Code-switching may cause difficulty in understanding 2.3 Code-switching may pollute languages 2.4 Code-switching practice proves that teachers are deficient in English 2.5 Code-switching practice proves that teachers are proficient in English QUESTIONS OF CODESWITCHING IN SUBJECT ACCESS 3.1 Code-switching can be employed in all kinds of topics in class 3.2 Code-switching helps teachers better explain the grammatical points and lexical items in the text 3.3 Code-switching helps teachers better explain culture topics in the text 3.4 Code-switching helps teachers better elicit responses from students 3.5 Code-switching helps teachers better clarify the lesson content taught QUESTIONS OF CODESWITCHING IN CLASSROOM MANAGEMENT 4.1 Code-switching helps teachers better clarify task instruction 4.2 Code-switching helps teachers better discipline the students 4.3 Code-switching helps teachers better engage student’s attention 4.4 Code-switching helps teachers better request quiet 4.5 Code-switching helps teachers better direct students 95 QUESTIONS OF CODESWITCHING IN INTERPERSONAL RELATION 5.1 Code-switching helps teachers better encourage students 5.2 Code-switching helps teachers better praise students 5.3 Code-switching helps teachers better enliven the atmosphere of class (e.g., make a joke for humor) 5.4 Code-switching helps teachers better comment on the students’ response 5.5 Code-switching helps teachers better discuss with students What is your opinion of using codeswitching in teaching English? What are the advantages and disadvantages of using code-switching in language teaching? According to you, for what reasons that students often use code-switching in their classes? In your pedagogy training program, were you instructed that you should only use English in your classes or how to use code-switching effectively in your classes? 10 Do you feel guilty when using code-switching in your classes? 11 Beside code-switching, you often employ other methods in mentioned situations? B QUESTIONS ABOUT THE DIFFERENCES IN TEACHERS’ BELIEFS TOWARD CODE-SWITCHING AND ACTUAL PRACTICE OF CODESWITCHING: THE DIFFERENCES TEACHER’S EXPLANATION ANALYSES 96 ... of Southeast Asian Nations (ASEAN) and also ASEAN Free Trade Area (AFTA) The opportunities require English, as an international language, to become popular in Vietnam to communicate and collaborate... Nguyen Quang Tien (2009), in Thailand of Tayjasanant (2014), in Malaysia of Lee (2010) and Japan of Hobbs, Matsuo & Payne (2010) have claimed that codeswitching is used more frequently and plays important... qualitative analysis, triangulation refers to the use of various approaches or data sources to establish a systematic interpretation of phenomena (Patton, 1999) The triangulation method also ensured