Code switching in communication by male and female english majors a case study at universities in binh duong province

Trang 1 BINH DUONG PROVINCIAL PEOPLE’S COMMITTEE THU DAU MOT UNIVERSITY DO THANH NHAN “CODE-SWITCHING IN COMMUNICATION BY MALE AND FEMALE ENGLISH MAJORS: A CASE STUDY AT UNIVERSITIES IN

INTRODUCTION

Introduction

This chapter investigates the impact of code-switching, a phenomenon that involves mixing words or phrases from two languages in speech or writing Code- switching (CS) skills are crucial for effective communication for bilingual speakers, as seen in the example of a lecturer speaking “Swinglish” with her Swedish friends

This kind of code-switching is demonstrated in excerpt 3, line 4 The teachers exchange questions regarding who strikes up a discussion One of them answers the question by describing her vacation while using intrasentential code-switching to answer with one word in Swedish Her response starts in English and uses proper language The statement adheres to English grammar standards until she adds the Swedish adjective roligt, which means (funny) in English The original example is extracted from Alsaid’s study in 2015 as below:

01 1L: Who will begin to ask? ((laughter))

03 1L: What would you like best to do on holidays?

04 2L: I like to do something roligt ((laughter))”

(funny) This process bridges and connects humans, allowing them to understand messages transferred between people Code switching is a process that occurs between people who share languages, often occurring in daily conversations Ervin-Tripp

(2001) defines code-switching as a dialect or language, occurring when children interact with information through speech registers and style switching

The ability of bilingual speakers to switch easily at different points in their talks is of particular interest to sociolinguistic and developmental researchers A

7 bilingual person is someone who speaks two languages or more than two languages, and the term “bilingualism” can be used for both situations.

Background of the Study

People who have learned two languages exhibit a fascinating phenomenon called “code switching.” According to Al-Qaysi (2019), code switching is the process of fusing words or sentences from two different languages when speaking or writing

A language or a dialect is regarded as a “code” in this context The change of terminology and expressions between two languages is known as CS, and Basabrin

(2019) mentions when people who share those particular codes are together, this commonly occurs

Weinreich (1986) described bilingualism as “the practice of alternately using two languages,” which is one of the main definitions of CS According to Marasigan

(1983), code switching happens when two languages are utilized in the same statement Bokomba (1989) asserts that “CS is the mixing of words, phrases, and sentences from two distinct grammatical (sub) systems across sentence boundaries within a speech event” in a previous study Additionally, according to Myers-Scotton

(2002), the morphosyntactic structure of the code switching is made up of components from two different language kinds

CS can take numerous forms It can come at the start, middle, or finish of a statement According to Myers-Scotton (2012), CS is separated into inter-sentential switching and intra-sentential switching A linguistic element is switched at the beginning or end of a phrase in intersentential code switching Competent bilingual speakers primarily exchange this kind of switching Contrarily, Lipski (1985) supposes intrasentential code switching takes place in the middle of a sentence without any pauses, hesitations, or breaks to indicate a transition Intersentential CS, often known as mechanical CS, happens unintentionally to make up for unfamiliar or unavailable terminology in one language Another name for this kind of CS is CS Fluent intrasentential shifts that move the focus from one language to another are

8 another type of CS Code-switching occurs between two languages deliberately and intentionally, and it is influenced by situational and stylistic elements

Code changing is frequently seen in classes with learners who speak multiple languages Bilinguals with broad linguistic origins can readily switch between languages when speaking or writing on a variety of topics People regularly alter their language as daily conversations progress (According to Cahyani et al (2018)) Many native, educated English speakers routinely alter their language in their interactions by using English idioms, phrases, or sentences Despite the fact that code changing might sometimes be done unintentionally, there is always a reason for it to happen Certain sociolinguistic factors influence it To Fachriyah (2017) and Paramesravan & Lim (2018) state that in civilizations with a variety of languages and cultures, it is widely used

Furthermore, Song (2019) mentions bilingual speakers often acquire English and use it as their second language (L2) whereas their first language (L1) is their mother tongue and is the dialect of the area in various Asian nations, such as China, India, Malaysia, and Pakistan Since English and other languages (codes) are frequently mixed together in these societies, code-switching is a widespread communal process

Bilingual speakers can benefit from code-switching, including increased communication efficacy This is because code-switching allows bilingual individuals to choose the language or dialect that best matches the context of the communication, leading to more precise expression of ideas, higher comprehension, and more social and cultural integration, according to Poplack (1980) A multilingual speaker discussing a technical subject may employ precise terminology in one language and then move to another to communicate a better-understood concept Ellen Bialystok, a cognitive psychologist, and bilingualism researcher who has undertaken a considerable study on the cognitive impacts of bilingualism, proposed Bilingualism and Cognitive Control Theory This theory emphasizes the crucial significance of

9 code-switching in bilingual communication and indicates that it is a beneficial ability that can improve bilingual speakers' communicative skills As a result, code-switching abilities are critical in developing effective communication for multilingual speakers The author will research the influence of code-switching and compare code-switching in male and female English-majored students

According to Hazaymeh’s (2022) research, oral communication has been considered as an essential aspect of human contact in our civilization from the beginning to the present People who have studied two languages exhibit a fascinating phenomenon known as “code-switching” in which they mix words or phrases from the two tongues in speech or writing The professor, for example, speaks “Swinglish” with her Swedish acquaintances People switch back and forth between Swedish and English in their interactions They use both languages in the same sentence or make up words in Swedish and English In most cases, it sounds strange to outsiders

Communication also serves to bridge and connect people Discussions allow people to interpret messages transmitted from one person to another Code-switching is a procedure that occurs in people’s interactions to assure the quality of communication and mutual understanding in a dialogue between two people using their L1 and L2 language Language and discourse are used in this process, according to Ervin-Tripp (2001) A dialect or language can be defined as a code This tendency is more widespread among people who share languages in regular discussions The word “code-switching” can be construed in a variety of ways This occurs when children interact with information using various elements such as voice registers and style switching That is why sociolinguistic and developmental experts are particularly interested in bilingual speakers' ability to move quickly between topics in their talks Someone bilingual can communicate in two languages

A person who speaks more than two languages is said to be “multilingual” (though the term “bilingualism” can be used in any scenario) According to Braj Kachru’s World Englishes Theory, English has become a global language due to

10 historical, political, and economic factors English is no longer solely for native speakers but has evolved into a “world language” that people of various languages and cultures use and modify In this context, multilingualism and code-switching are common, and language linkage is essential for effective communication Linguists, notably Braj Kachru, widely considered the theory’s inventor, created the theory Kachru was a linguist and professor at the University of Illinois at Urbana-Champaign who was well-known for his studies on the global spread and alteration of English In his influential book entitled “The Alchemy of English” published in 1986, Kachru proposed the three-circle World English model, which divides English-speaking communities into three groups: the inner circle (native English-speaking countries), the outer circle (formerly colonized countries where English has official or institutional status), and the expanding circle (countries where English is taught as a foreign language) Later, researchers broadened and refined this paradigm, becoming a well-known framework for understanding English’s global growth and adaptation According to this hypothesis, linguistic globalization is a developing trend, with many of the world's speech communities becoming bilingual As a result, the relationship between languages is critical to most people’s lives Certain theoretical assumptions also inform this study about bilingualism and communicative ability Regarding adult code-switching use, older language users are anticipated to utilize code switches more frequently and from a broader range of sociolinguistic activities than younger language users Poplack (1980) believes that older learners would have gained a higher level of competency in their L2 language and would be well-versed in the grammatical systems of both their first and second languages, which have been identified as crucial for code-switching

In addition to Poplack’s viewpoint, Tripp (1964) contends that as adults mature, their skills in developing and employing discourse tactics improve Based on the interpretations of Genesee (2002) and Iliana (2001), the language growth naturally happening in these bilingual communities is interpreted in terms of developing

11 bilingual communicative competence Furthermore, language development will increase bilingual adults’ exposure to social differences and linguistic experiences Moreover, these experiences broaden their knowledge and ability to use their various languages, and they then deploy code-switching to gain sociolinguistic targets Lanza

(2004) and Schieffelin and Ochs (1987) report that the patterns of language and code- switching that children use usually reflect how language is used in their communities

Furthermore, Poplack (1980) and Zentella (1982) discovered that code- switching occurs more frequently in adults than children, indicating that those speakers who speak more fluently and become balanced in both languages will be better at alternating and switching languages Previous research has discovered a link between children’s and adults’ ages and code-switching Their L2 language was also evaluated because of the outcome To highlight the relevance of code-switching as a fundamental ability in human communication, code-switching helps people increase their bilingual capability when they are more exposed to the L2 language It also broadens communicative skills from a developmental perspective in sociolinguistic theory

According to Identity Theory, based on the work of John Gumperz and Erving Goffman, language use is linked to constructing and expressing personal and communal identities In multilingual communities, code-switching can convey a feeling of identity and affection for both languages and cultures Code-switching can also express different parts of identity in other circumstances, such as speaking one language in a formal environment and another in a casual setting Several sociologists, psychologists, and linguists have developed an identity theory Sociologists such as Sheldon Stryker and Peter Burke developed the concept in the 1960s and 1970s The work of John Gumperz and Erving Goffman was crucial in developing identity theory in linguistics Code-switching in bilingual cultures can bridge the two languages and create mutual comprehension of the emphasized differences and contrasts When

12 attempting to grasp the primary concepts of other speakers or presenters, it is critical to recognize the likely interaction results based on real-life experiences

Aim(s) of the study

The study aims at discovering the features of code-switching toward male English learners on the impact of their L1 and L2, exploring the features of code- switching toward female English learners on the impact of their language (L1) and second language (L2), and determining the differences and similarities between male and female English learners in code-switching on the impact of their first language (L1) and second language (L2) Then the study provides the causes as well as the solutions based on the comparison between English-majored male and female in terms of CS Additionally, the suggestions related learning applications and further research will be given in details.

Research questions

Based on the purposes of this research, answers to the following questions are investigated:

The research attempts to answer the following questions:

(1) To what extent does code-switching impact male English learners?

(2) How does code-switching influence female English learners?

(3) What are the similarities and differences in code-switching between male and female English learners in their L1 and L2 languages?

Significance of the study

In terms of Theory, the research findings may offer more substantial insights into language education and learning by leveraging code-switching abilities since bilingual speakers communicate by switching codes in discussions The study is crucial for English instructors, students, and the foreign language faculty Students who use code-switching techniques can increase their spoken vocabulary and build confidence in their communication skills

In terms of Practice, this study offers several beneficial contributions to teachers and students, especially those majoring in English, from the communication perspective Because the code-switching phenomenon frequently occurs in those learning and teaching programs at universities today, the research’s findings could serve as a foundation for further studies on other foreign languages, such as Chinese, Japanese, and Korean, which are also very popular with students and lecturers of The Faculty of Foreign Languages at universities in Vietnam.

Scope of the study

In Vietnam, most people speak Vietnamese, with English as their second language The younger generation often code switches between Vietnamese and English in conversation, affecting their first language (L1) and second language (L2) The study is carried out from January 1 st to 15 th , 2023, and delivering and collecting student questionnaires took two weeks The time of the survey took place toward the end of the academic semester This study discovers the similarities and differences between male and female English learners in changing language codes and their impact on conversation The research focuses on English-majored students at Thu Dau Mot University and Binh Duong University in Binh Duong Province, and they are from first to third-year students The number of English-majored participants at two universities is not large enough to observe and generalize the code-switching phenomenon of English learners in Binh Duong province, and the time limitation is also a major point in this study Additionally, the study just focuses on the code-

14 switching between mother tongue (L1) and English as the second language (L2) Based on the students’ demographics such as gender, academic levels, the CS frequencies, and the possibilities to alter from L1 to another language (except English) of students, the study will figure out the findings related to fulfill the responses for research questions Finally, the hypothesis’s study is that female English-majored learners use code switching more frequently than male students due to their personality and manners.

Summary

The research includes five main chapters In Chapter 1 I present the introduction, background of the problem, statement of the problem, purpose of the study, research questions, limitations of the problems, and the conclusion In Chapter

2 I review the relevant literature and examine the conceptual and theoretical framework Chapter 3 details my methodology It starts with an introduction, states the research design, and research questions, it explains the setting, the participants, data collection, and ends with a conclusion Chapter 4 contains the data analysis based on the information I have collected The last chapter, Chapter 5, contains discussion, a conclusion, and a summary of the findings I, furthermore, will discuss the implication of the research and offer recommendations for further research

REVIEW OF THE LITERATURE

Introduction

Communication through language and culture is crucial to human society People frequently use two or more languages (known as multilingual speech) when communicating in today's culture Communication style is influenced by code flipping in discourse It is still a contentious topic, and linguists are actively working to understand it In recent years, sociolinguists have examined a wide range of code- switching issues, ranging from peripheral concerns within the more limited tradition of bilingualism research to the general focus of interest for sociolinguists, psycholinguists, and general linguists

From a sociolinguist perspective, the phrase “code-switching” aids in comprehending individuals who are fluent in two different languages in a certain circumstance or discourse In essence, there are numerous definitions for the idea of code swapping Additionally, code flipping is considered to be a common occurrence This applies to both our daily lives and our workplace In multilingual cultures and communities, code-switching occurs in everyday discourse and can be used to extend teaching and learning activities in classrooms where a particular language is officially used as the instruction language, according to Ting’s (2007) article, "Influence of ethnicity and hierarchical status on language choice in a multilingual organization in Sarawak." In contrast, code flipping according to Gumperz (1982) is the employment of more than one code or language in the programming of a certain speech event Richard (2002) also described code flipping as a transition made by a writer or speaker from one language or language variety to another This can occur in a discourse when one speaker uses one language and the other responds in a different language This might occur in the middle of a thought or a statement Code flipping is conceived by Chad (2006) as the act of selecting or altering linguistic components to contextualize speech during interaction In conclusion, it is clear that different sociolinguistic

16 scholars’ frames of view lead to varied interpretations of code switching However, they all share the same message when it comes to code switching, which is that in bilingual communities, the ability to switch between languages while speaking should be seen as a crucial communication skill Furthermore, prior research has mostly focused on the advantages of code flipping and its salient features that are pertinent to language alteration, communication strategies, and social identities under the terms of bilingualism as well as communicative competence Given the definitions and ideas presented above, code switching is unquestionably advantageous for speakers since it allows for the successful employment of key tactics in communication, particularly with learners for whom English is their second language (L2) The beginning, middle, and conclusion of sentences-as well as flexibly in the middle or at the beginning of them-can all be used for code flipping The language changeover is completed at sentence boundaries with the inter-sentential type, also known as mechanical switching or “code mixing,” which is most frequently observed between fluent or proficient bilingual speakers Another type of code switching, known as intra- sentential or “code changing,” occurs in the middle of a sentence without any pauses or other signs that signal a change in meaning, according to Lipski (1985) In actuality, situational and aesthetic factors, as well as the deliberate and conscious switching between two languages, are what drive the second form of code changing.

Definition of Code-switching

LCT states that contact between languages and cultures fosters language change and variation Code-switching is a type of language contact in which multilingual people blend elements of several languages and cultures into their speech Many linguists, including Joshua Fishman, Uriel Weinreich, and Charles Ferguson, have studied LCT Bilingual speech is common in modern society, with two or more languages spoken in daily conversation

Code-switching is a complex phenomenon that affects communication style Sociolinguists have investigated numerous aspects of code-switching from context to

17 context Gumperz, Myers-Scotton, Auer, and Heller are famous researchers who have contributed to the study of code-switching Gumperz has done a substantial study of the significance of context in code-switching, and Myers-Scotton has created a framework for assessing the many types of code-switching

Code-switching is a complicated and diverse phenomenon that several sociolinguists have researched from various viewpoints Auer has investigated the social and political elements of code-switching in multilingual communities At the same time, Heller has studied the role of linguistic norms and expectations in code-switching According to Ting (2007), in terms of multilingual cultures and communities, code- switching happens in everyday life discourse This extends from our daily life to the working places It is possible to extend teaching and learning activities in the classroom where a particular language is officially used as instruction language Whereas for Gumperz (1982), code-switching is defined as using more than one code or language in the program of a particular speech event

Richard (2002) mentioned code-switching as a change made by a writer or speaker from one language or language variety to another, which could happen in a talk when one speaker uses one language and responds in a different language This could take place in the middle of a speech or sentence According to Nilep (2006), code-switching is conceptualized as choosing or changing linguistic factors to contextualize talk in interaction In short, code-switching is understood differently from different points of view of our sociolinguistic researchers

According to Romaine (1992), code-switching employs more than one language, variety, or style by a speaker during an utterance, a discourse, or when speaking to several interlocutors or various contexts It indicates that the code is switched when many languages are used for communication Depending on the addresses on different occasions, the speaker employs his or her proficiency in a foreign language, style, dialect, or anything else provided by the speaker

According to Heller in Lowi (2005), code-switching is a bilingual/multilingual technique used to construct, preserve, and distinguish ethnic boundaries and identities and as a conversational tool This indicates that switching codes covers all facets of societal meaning, not just the action of a dialogue

Holmes (1992) asserts that “code-switching happens when the speaker switches their language from one to another In essence, code-switching occurs between sentences” It indicates that multilingual speakers switch from one language to another when speaking Several other language changes may occur, such as sentence alterations, phrases that alternate between the two languages, and language changes within lengthy narratives

These above authors convey the same message in code-switching: transforming information from one language to another during our talk should be considered an essential skill in our conversation in bilingual communities Previous studies also have primarily concentrated on the benefits and the highlighted aspects of code-switching, which are relevant to language alternation, communicative strategies, and social identities under bilingualism and communicative competence From the above-mentioned theories, code-switching can be considered as an essential technique for effective communication, especially for learners of English as a foreign or second language (L2) Code-switching can happen at the beginning, within, and at the end of sentences, and flexibly within, at the end, or at the beginning of sentences With inter-sentential type, also known as mechanical switching or “code-mixing,”; the language switch is completed at sentence boundaries seen most often between fluent or bilingual solid speakers According to Lipski (1985), another kind of code- switching, called intra-sentential or “code changing,” takes place in the middle of a sentence with no interruptions or hesitations that indicate a shift The second type of code-switching is motivated by situational and stylistic elements and the switch between intentional and conscious languages

Types of Code-switching

According to the point or range of switching where language occurs, Hoffman

(1991) illustrates several different types of code-switching These include:

1 Intersentential code-switching: When there is a language barrier between each clause or sentence, as when a Spanish-English bilingual states, this type of code swapping takes place: “Tenias zapatos blancos, un poco, they were off-white, you know”

In this case, the guy starts speaking in Spanish before switching to English at the end of the exchange

This type of code flipping involves inserting tags, exclamation points, and specific set phrases from one language into an otherwise foreign statement, as when a Panjabi/English speaker says: “It’s a nice day, hana?” (hai na? isn’t it?) In Panjabi, the term “hana” serves as a tag

3 Establishing continuity with the previous speaker

When one Indonesian speaker speaks in English and the second speaker tries to react in English, this code-swapping continues the previous speaker's sentence

Speaker 1: What a traffic! We will get old on the road

Speaker 2: Yup, you are absolutely right Setiap hari maceeet

In various sorts of code-switching, language changes occur in clause or sentence boundary structure, insertion of tags, exclamation, and specific sets of words, and even the switch takes place to continue the preceding speaker’s speech

Poplack specifies three primary types of code-switching in Romaine (1995), which are also discussed in that book They include:

1 Tag switching is merely the addition of a tag in one language to an entirely foreign-language utterance, e.g., you know, I/mean, right?

2 Given the grammatical intricacy and adherence to both languages’ rules that inter-sentential switching entails, speakers who engage in it are typically skilled in both dynamic languages

3 When two languages are used within a single clause or sentence, this is called intra-sentential switching

Only bilinguals with high degrees of fluency can switch in this way, which appears to include unique rules governing how the syntax and morphology of both languages may interact No words or phrases from one language get integrated into the other during code-switching There is only a language change that takes place

Figure 1 The type of and degree of code-switching (Adapted from

The functions of Code-switching

The following functions of code-switching the lecturer and her students were discovered based on the analysis of Fachriyah’s study in 2017: (1) clarification, (2) reiteration or repetition, (3) explanation, (4) asking, (5) translation, (6) checking for understanding, (7) emphasizing of a language element, (8) making inferences, (9) developing vocabulary, (10) class discussions of student tasks, (11) giving feedback,

(12) aiding memorization, (13) class management, and (14) entertainment and general communications

The first is the clarification function, which the teacher and the students do to clarify or confirm an explanation, information, question, or statement to prevent misunderstandings and accurately convey the English language’s intent The teacher

21 employs code changing to affirm or elaborate on the intended meaning of communication She then feels the need to translate the code into Indonesian to clarify her earlier English conversations

The second is repetition or reiteration’s purpose The teacher repeats the speech in Indonesian in the form of a sentence or phrase while using the code changing technique for repetition For the students participating in the interaction to better understand the words or phrases stated by the teacher, repetition was used to align the meanings in the two separate languages (in this case, Indonesian and English) Additionally, Mattsson & Burenhult (1999) demonstrate that repetition is crucial in code-switching to stress the message that will be said after a quotation Gumperz

(1982) and Brice (2000) underline the fact that repetition in code-switching serves the purpose of ensuring comprehension

The third is the role of explanation or code-redirection performed by the instructor in conversation when there are teachings that require more explanation; as a result, the explanation is preceded in Indonesian to explain the earlier information provided in English

The ability to pose questions is the fourth function When a student asked a question in Indonesian rather than English during the teacher's base code interaction, the lecturer switched codes to answer the student and then re-posed the question

The fifth function present in data is translation This style of code-switching is derived from the speakers translating a statement or a question from English to Indonesian because they believe that doing so would help the listener better comprehend the statement's or question's meaning and prevent misunderstandings

Checking for understanding is the sixth function of code-switching This type of code-switching from English to Indonesian or vice versa is to review previously taught material As a benchmark for assessing the degree of students’ comprehension of the topic, the lecturer also did it to assess students’ understanding of a subject that had been taught and studied in the classroom

Accentuating specific linguistic components is the eighth function Important messages can be emphasized or reinforced when they are sent in the L1, according to Macaro (1997) The exchanges between the lecturer and students in the classroom also used this type of code-switching The lecturer felt the need to code-switch to avoid misunderstandings with the students as she attempted to emphasize language components directly connected to English teaching materials This was done to ensure their grasp of the material’s specific linguistic components was the same The instructor needed to code-switch into Indonesian for the pupils to understand her, perhaps because the language components are theoretical

Making assumptions is the seventh function The speaker in this research employed simple codes in English to convey the materials because code-switching is necessary for functioning when concluding She switched to Indonesian to describe the teachings while wrapping them up In this instance, code-switching aims to emphasize or make conclusions

The tenth purpose is to increase vocabulary When the lecturer and the students talked about terminology, this type of code-switching occurred For the students to better understand English words and expand their vocabulary, it was frequently necessary to interpret or translate the words into the first language

The discussion of the students’ assignments is the tenth duty The instructor used a form of code-switching to talk to her students about the assignments she had given them She switched to Indonesian to ensure that her students fully understood her instructions To properly understand the task requirements, students would also ask for clarification This was also done when speaking with her about the student’s progress

Giving feedback is the eleventh function When the professor asked the students for feedback on the lessons, this was discovered in the data Here, code- switching assessed how well the pupils understood the subject matter Additionally, it was crucial to understand the areas where they excelled and those where they still

23 needed work The instructor and the students could completely convey the essence of their feedback conversations thanks to code-switching

Recall or memorization is the twelfth function The lecturer regularly reminded the students in the class of the materials, assignments, guidelines, or rules that they may have overlooked or otherwise failed to complete During these exchanges, code swapping was common

The class’s teaching and learning activities are managed with help from the thirteenth function Some class exercises were designed to enhance the group's management during learning rather than impart knowledge as their primary goal Get the students to walk neatly, for instance According to Choong (2006), “Some reasons for using the L1 in the classroom are to convey and check the comprehension of lexical or grammatical forms and meanings, to give directions, and to manage the class.” Because they believed the circumstances and interactions did not contribute to the transfer of knowledge, the lecturer and students frequently switched between Indonesian and English in these situations

The Concept of First and Second Language

First language and mother tongue are terms that are frequently used interchangeably The first language is the language a person learns via initial interactions with their surroundings, according to Ogbodo et al (2015) A monolingual person typically learns only one language in his or her natural surroundings The first language in a person’s speech repertoire is their mother tongue or L1 The first language is referred to as the mother tongue because it is believed that a child learns this language through his or her parents, with whom the child has

24 their first social interactions In other words, “first language” refers to a speaker's mother tongue or first language that they learned, which replaces their primary language

The second language, often known as the target language or L2, is learned after the first language Schmitt (2010) defined the second language as used by kids and adults already proficient in at least one other language According to Ogbodo et al (2015), a person's second language comes in second among their faculties

For this study, the first language refers to the learners’ mother tongue, primarily Vietnamese, while the second language refers to English, which is used as both the instruction language and the official language of Vietnam.

Bilingual Communication

Based on Sia & Dewaele (2006)’s study, the term “bilingualism” has focused on “the many kinds and degrees of bilingualism and bilingual situations,” leading to in-depth descriptions of the various circumstances involved in bilingualism, anticipating the recent call for understanding the bilingual situation through its context and purpose, or “someone who controls two or more languages,” establishes the justification for using a flexible definition (the difficulty in defining the problem of being either to be or not to be bilingual)

Bilingual speakers often switch between languages, primarily when the two languages are used in the same environment There are several reasons for code- switching, including filling a lexical gap The current paper aims to discuss code- switching in communication by investigating a case study of male and female English majors in the educational environment.

The Differences in Communication between Males and Females

Men and women interpret the objective of discussions differently, which is the main distinction between their communication styles According to academic studies on psychological gender differences by Leaper (1991), Maltz & Borker (1982), Wood

(1996), & Mason (1994), men use language to assert authority and achieve concrete

25 goals, whereas women use communication to strengthen social ties and build relationships Basow and Rubenfield (2003) state that men are generally pushier and more power-hungry in conversation, while women are generally more expressive, hesitant, and polite According to Chodorow (1978), Dinnerstein (1977), Eagly

(1987), Grilligan (1982), & Miller (1976), women aim to be more social in their connections with others, whereas males value their independence This is another area where men and women differ from one another Famous works by Gray (1992) and Tannen (1990), on the other hand, demonstrate that while women see the purpose of conversation as to create and foster an intimate bond with the other party by talking about current problems and issues they are facing collectively, men see it as a way to establish and maintain status and dominance in relationships

According to the academic studies of Leaper (1991) and Mulac et al (2001), there are significant communication style disparities between men and women Generally, women should use communication to strengthen social bonds and relationships, whereas men are expected to use language to assert their social superiority Generally, to Basow & Rubenfield (2003), women speak more formally, expressively, and tentatively than males, primarily when conflict occurs In contrast, males are perceived as more inclined than women to answer issues to avoid having additional, ostensibly pointless conversations about interpersonal issues Then Maltz

& Borker (1982), Wood (1996), & Mason (1994) state that men tend to be forceful and regard discussions as a means of achieving concrete results, such as gaining authority or domination, according to research on gender differences in communication styles

On the other hand, Mason (1994) mentions that the communal orientation that women appreciate “involves a concern with others, selflessness, and a desire to be at one with others” Additionally, Chodorow (1989), Hartmann (1991), Statham (1987), and Surrey (1983) state that it is generally accepted that women are less focused on where their connections finish and their identities, defined in terms of interpersonal

26 ties, begin Women love conversation for the connections it fosters and regard communication as a process

According to other academic studies, Lakoff (1975) supposed that women tend to speak more respectfully, utilize tag questions and intensifiers more frequently, and swear less In addition, women seem to interrupt less frequently than males; Thorne

& Henley (1975) theorized that this might be due to women's perceived inferior status to men

This can be as a result of societal standards that uphold the hierarchy of gender status Furthermore, according to Pearson (1985), women frequently understate their claims Due to their perceived inferior standing to male supervisors in the workplace; this may be explained by their weaker self-confidence in what they are saying and their fear of being incorrect Chodorow (1978), Dinnerstein (1977), Eagly (1987), Gilligan (1982), and Miller (1976) mention that research has generally shown that men are more independent and unemotional or attached in conversations, whereas women are more socioemotional in their interactions with others According to Lakoff

(1975), women are supposedly disadvantaged when interacting with others because they speak more tentatively than men, who are known to speak more assertively, giving the impression that men are more self-assured and capable of leading Many of these highlighted gender disparities in communication make women seem inferior to males, implying that they should be treated as second-class to men This has ramifications for how men and women lead since women are perceived as inferior to men in this setting, making them seem unsuited for managerial or leadership roles

The fundamental differences in communication patterns between men and women are outlined in John Gray’s best-selling book “Men Are from Mars, Women

Are from Venus: A Practical Guide for Improving Communication and Getting What You Want in a Relationship” One of the most significant foundational works of literature on gender disparities in communication from the 20th century is Gray's book Gray (1992) contends that how men and women interact is so dissimilar that

27 they must be from different planets since they express their needs, objectives, and ideals differently By being aware of how different genders interact and changing one's communication style, accordingly, understanding these differences is essential to building and maintaining effective relationships

According to Gray (1992), there are some critical distinctions between men’s and women’s communication styles: Men establish their sense of self by their ability to produce results because they are goal oriented On the other hand, the quality of their connections and feelings helps women define who they are Men and women handle stress in various ways; men withdraw from conversations or situations, whereas women reach out and discuss the source of their stress The expression “Men go their caves, and women talk” was invented by Gray to represent this psychological difference in how men and women deal with stress Men generally want to feel desired, loved, and admired, but women want to feel treasured, revered, and devoted Men and women have different communication styles when handling a crisis or reaching a consensus Both men and women make the most frequent communication errors when discussing and resolving disputes Men are predisposed to offer solutions while trying to solve an issue, whereas women look for empathy and understanding and tend to give unsolicited counsel When interacting with the opposite sex, these inherent tendencies can cause a breach amongst males because men and women approach conversations differently

Like John Gray, Deborah Tannen is well known for writing books about how men and women communicate differently “You Just Don't Understand: Women and

Men in Conversation” was written by Tannen in 1990 to explain the disparities in communication techniques between men and women She discovered that these gender inequalities are present from an early age Tannen found that males make friends by engaging in activities together and that activities are essential to their friendship Conversely, girls establish intimate bonds with one another by merely conversing; in fact, Tannen (1990) stated that “talk is the essence of intimacy” in their

28 interactions “For most women, the language of conversation is primarily a language of rapport: a way of establishing and negotiating relationships,” Tannen says, describing the fundamental distinctions between men and women According to Tannen (1990), “Speaking is primarily a method for men to maintain their independence and to negotiate and maintain rank in a hierarchical social order While women attempt to retain interaction, control, and understanding, males approach talks to impart information and provide counsel Men are adversarial (have opposing aims), and women are synergistic (share similar goals) Women live in a world of connections where the objective of discussions is to bargain for proximity and to preserve intimacy, as opposed to men who live in a world of status where conversations are essentially egotistical negotiations for domination and power Men want to avoid failure and following directions from others because they perceive these behaviors as indicators of independence loss and a lowering of status On the other hand, women dislike solitude and frequently have no problem following commands since they view it as a way to connect and become intimate with the other person Women seek understanding, prefer equality and symmetry, and value similarities because they perceive these as opportunities to connect with others In contrast, men prefer control, inequality, asymmetry, and value differences between people

Tannen (1990) points out that the greatest obstacle to communication between men and women arises when they discuss conflict Women share their difficulties with other women to build and maintain intimate relationships and anticipate that males will do the same Conversely, men tend to give answers and move fast to minimize problems when they hear women discussing them The enormous observed gender gap in communication preferences has an impact on the workplace because women are generally seen as better communicators Communication skills are highly appreciated and crucial in fields like service employment, which primarily rely on consumer contact and direct communication Women are, therefore, more likely to get hired for these professions since they are better competent than men due to how

Gender and Language

Gender differences in language use are fundamental, but not just because men and women are fundamentally different from one another Instead, gender affects linguistic behavior indirectly through its effects on other factors that affect linguistic behavior directly The social network a person is a member of the routine activities they engage in, their identities as particular types of individuals, and their status in relation to others can all have an impact on how they use language Gender differences, which are features of our culture, may have an impact on each of these

In the academic studies of language and gender, there is a complex relationship between language and gender, as Cameron (2000) asserts In terms of language and gender, Holmes (Quoted in Bergwall (1999)) proposes six candidate universals:

1 Language usage habits differ between men and women

2 Women are more likely than males to concentrate on the emotive aspects of a conversation

3 Women are more likely than men to employ linguistic strategies that emphasize solidarity

4 Men, particularly in formal settings, tend to connect in ways that will maintain and expand their power and position Women, on the other hand, tend to interact in ways that will maintain and strengthen solidarity

5 Women from the same social group and in the same social environment utilize more standard forms than men

6 According to Bergwall (1999), in terms of style, women are more adaptable than males Holmes' formulations lend support to the widely held belief that there may be some common ground underlying the linguistic positions of women and men in the world, notwithstanding the risks involved in making such generalizations.

Gender and Code-Switching

From the point of view of Winter & Pauwels (2000) and Coates & Cameron

(1991), language and gender studies have recently shifted away from essentialist theories of gender and toward constructionist ones Since gender is a complex, culturally, and socially constructed category, while we and many others continue to investigate the connections between gender and speech, we do so in full awareness of this fact As a result, we are leery of any assertion that there is a direct correlation between gender and linguistic behavior, including code-switching

Milroy (1980), in Belfast, observed that the usual gender inequalities in the usage of vernacular forms were reversed in circumstances where women were

31 connected by dense multiplex networks, typically more typical of men This was a significant blow to the inflexible and essentialist approach to language and gender

Studies conducted by Bakir (1986) & Khan (1991) in Muslim societies have brought attention to the cultural relativity of Western findings on language and gender, showing that men use more standard variants than women of the same social class, the opposite of the pattern of sex differentiation typically found in the West

According to Winter & Pauwels (2000), looking at different ethnic groups within the same overall social structure, like in the case of domain-based surveys conducted in Australia, it is evident that each community has its unique gender trends when it comes to language choice Here, it was discovered that different communities exhibit various patterns by Pauwels (1995): In the Vietnamese community, the

“neighborhood” domain was more closely linked to the use of Vietnamese by men and boys than by women and girls, whereas the “transaction” domain, or marketplaces, was more closely linked to the use of the minority language by women Additionally, Tsokalidou (1994) mentions, this pattern, however, was discovered to be inverted in the Greek community

Additionally, to Haeri (2000), there are instances that defy the general trend of gender-linguistic distinction Men have been observed to utilize standard forms of speech (i.e., classical Arabic) far more frequently than women in Muslim communities like those in Amman and Cairo While Abdel-Jawad (1982) & Labov

(1990) supposed that women’s lack of access to the community’s standard variation of language has been blamed for the gender pattern in these societies Even though educated women have access to Arabic Classical, Haeri (2000) noted that females still speak less Classical Arabic than men despite this He contends that in order to evaluate the gender inequalities in these groups, a better understanding of Muslim society and culture is required Additionally, some research has demonstrated that language usage between men and women may not necessarily be different Cheshire & Gardner-Chloros (1998) showed that there were no gender differences in the code-switching

32 trend in Greek-Cypriot populations in Britain when they equated code-switching behavior with the use of nonstandard forms Gal’s seminal study (1979) of the speech of men and women in the Austrian village of Oberwart revealed that women were driving the transition from Hungarian, the traditional language with peasant connotations, to German, the national language and the language of economic and social advancement This study sheds light on codeswitching and gender Gal, however, refrained from generalizing the results and commenting on gender disparities in general terms She explained the results in terms of the circumstances in this particular town, where Hungarian symbolized a traditional way of life that did not support women As a result, they favored German, which to them symbolized a more urbane and contemporary way of life

Evidence from Swigart's (1991) study in Dakar demonstrates that women do not behave uniformly across all members of a certain “community” even though they are part of it Young mothers were found to code-switch often between Wolof and French, contrary to the general belief that women serve as champions of traditional languages The Wolof language was conspicuously avoided by a prominent group of younger, fashion-conscious ladies known as “les disquettes,” who spoke only French This demonstrates how different social meanings may be attached to the linguistic variants that are available to members of a society's linguistic repertoire

Cheshire & Gardner-Chloros (1998) investigated whether multilingual circumstances supported the seemingly well-established findings on speech disparities between men and women Then Chambers (1994) mentioned that they specifically looked at whether the finding that overall, males employed CS-generally regarded as a non-standard form of speech more frequently than women supported the sociolinguistic fact that men use more non-standard speech forms than women The amount or nature of CS created by women and men in the two communities under study-the Greek Cypriot community in London and the Punjabi community in Birmingham-did not, however, show any appreciable variations Instead, there were

33 remarkably large variations among people, independent of gender, and highly significant disparities in the type and amount of CS between the two communities They came to the conclusion that CS, like other types of “non-standardness,” has various meanings within and amongst subgroups of the same community

Brice (2000) asserts that codeswitching makes it easier for a learner to connect the two languages they are studying It might enhance second language proficiency, he suggested Additionally, Sert (2007) supports Brice's (2000) perspective by stating that, when used effectively, code-switching creates connections between the known and unknown languages and can be seen as a crucial aspect of language instruction

Without a doubt, the previous few decades have been extremely useful for the research of language alteration Most notably, the discovery of various limitations has prompted additional research in syntax, morphology, and phonology The creation of a structural focus on production models and supporting data for grammatical theory have both benefited greatly from this, too The structural focus is still unsure about the cause of the language transfer due to the disregard for issues of functions or meaning, though

Despite this, code-switching continues to be the subject of the majority of studies, and it is clear that more research is needed to examine it thoroughly Therefore, Auer (1998) claimed that in order to create a precise sociolinguistic explanation, it is necessary to examine the code-switching functions

Children who are multilingual in Mandarin and English have gender disparities in their ability to switch between the two languages, according to Huang, Lyu, and Lin (2020) The quantity of intra-code switching differs significantly across the sexes, with male participants code-switching more frequently than female participants As for the environment associated with code-switching, such as the distribution of speech parts and action in context, there are no discernible gender differences in the quantity of inter or in the environment related to code-switching It is hypothesized that there may be potential preconditions for explicit significant gender differences because the

34 current finding appears to be inconsistent with prior literature, which asserts that there is no significant gender difference above all As a result, additional research into the amount of code-switching under the five levels is conducted to look for potential preconditions for explicit gender differences As a result, one of the possible prerequisites for explicit gender difference turns out to be the dominant language, which was previously regarded as a confounding characteristic Finally, it has been established that there are gender differences in code-switching, with the difference primarily affecting type intra Therefore, it is advised to include gender as a confounding variable in the corpus construction and experiment design linked to code flipping While gender differences in code-switching remain a mystery, it is now intriguing to learn whether additional factors, besides dominant language, contribute to explicit gender differences in code-switching

Code-Switching and Register 34 2.11 Overview of Studies Related to the Code-switching Phenomenon in Vietnam 36

The following meanings of the terms “code” and “register” are, according to Hasan (2004):

As a result, the code of communication established by one type of social relationship likewise supports that same type of relationship by making speakers aware of just those specific social meanings This inevitably prompts the topic of how

35 a society's structure accommodates change It is evident that a variety of reasons, the majority of which need not concern us today, can lead to changes in social structures Bernstein’s idea of a shift in the orientation to code is an important element here He gives members the option of changing their orientation to coding However, to Bernstein (1970), this shift entails no less than a change in the member's social identification and goes beyond simply requiring the member to master specific grammatical rules and vocabulary The ability of the member to recognize forms of relevance and meaning other than those to which he is sensitized by his own code orientation may be a requirement for change in code orientation This calls for him to engage in social relationships other than the ones that formed the basis of the code to which he is already attracted The application of this hypothesis to the entire educational system is obvious: educational failure may not be as much a result of the student's failure to master the concepts as it may be a result of the educational system, which fails to establish any connection between these concepts and the student's daily living, particularly when school life is not just a simple extension of life outside of school

According to Halliday et al (1964), a language variety is defined as one that is

“distinguished according to use” and differs from other varieties of the same language at some or all levels of form Accordingly, register varieties differ linguistically by virtue of distinctive formal patterns, such that the totality of distinctive patterns for one register is not the same as that of any other register A particular register is said to be characterized by reference to some syntactic, lexical, or phonological patterns They resemble social, geographical, and temporal dialects in this respect, as well as variants governed by various codes No category of dialect, code, or register can be identified in terms of linguistics unless it differs from another category at the same level of abstraction in terms of some formal features and does so consistently The difference between registers and dialects is that, with a few minor exceptions, it is impossible to demonstrate that the distinctive formal patterns that define a dialect are

36 driven by the factors that distinguish registers from other speech communities In contrast, it is possible to demonstrate that the distinctive formal patterns that define a particular register are driven by the factors that define that register

Based on these two ideas, the author of the study “Code-switching in Communication by Male and Female English Majors: A Case Study at Universities in Binh Duong Province” believes that the term “code” in code-switching is more appropriate because it can better describe the author's objectives and fit with the main points of the research questions as well as the research’s overall structure Consequently, the term “code” rather than “register” will be chosen by the researcher for this investigation

2.11 Overview of Studies Related to the Code-switching Phenomenon in Vietnam

In terms of the influence of globalization, English is getting more popular in Vietnam; hence, many Vietnamese, especially younger people, like to mix English terms in their informal and formal interactions Trần & Đỗ (2015), in the study

“Patterns of Code-Mixing of English in Hoa Hoc Tro Magazine in Vietnam,” investigated features and constructed models of English terms mixed in the teenagers’ Vietnamese magazine In their research, six volumes of Hoa Hoc Tro magazine were selected to examine the cases of code-mixing The results showed that there were 1379 English words mixed, and more than 90 percent are nouns, while the rests are verbs and adjectives Furthermore, many words mixed belong to entertainment or information technology topics Specifically, most of the verbs refer to everyday actions which are done with a computer and the internet, for example, “hack,”

“upload,” “click,” “link,” and “remove,” or online social networks such as “tag,”

“like,” “comment,” “add” (Facebook) Some others are about entertainment like music “debut,” “mix,” and “cover.”

In the study of code-switching in the conversation between Australians and Vietnamese, both with complex educational and social backgrounds, Lương &

Nguyễn (2015) explained the purposes of code-switching, what word classes are switched and the frequency with which they are changed The study reported the result of code-switching of Australian Vietnamese who have lived in Australia for twelve years and would be influenced by the tongue language and Australian during their talks

Lưu & Trần (2014), in the research titled “Vietnamese English code-switching as a communication device at workplaces,” focused on code-switching between Vietnamese and English The data showed how code-switching operates and its influence on informal processes based on observations, interviews, recordings, and questionnaires of 200 informants from 20 enterprises, offices, and workplaces in Hue,

Da Nang cities, and Quang Nam Province For instance, the code-switching phenomenon popularly occurs in a working environment where some people have a good background in foreign languages They find it easier to express their ideas when switching between Vietnamese and the foreign language they master Moreover, some groups of people who want to make a typical feature for their team also use code- switching at work

2.12 Overview of Worldwide Studies Related to the Code-switching Phenomenon

Code-switching techniques could enhance mutual understanding between speakers when they use different languages Regarding bilingualism, previous studies have primarily concentrated on the benefits and the highlighted prospective of code- switching, which is relevant to language alteration, communicative strategies, and social identities The advantages of a speaker taken from code-switching are essential techniques for effective communication, especially for learners with English as their second language (L2) Besides that, there are various forms of code-switching, including code mixing and code changing Specifically, in inter-sentential code- switching, the language switch is done at sentence boundaries - words or phrases at the beginning or end of a sentence This type is seen most often in fluent bilingual

38 speakers For example: “If you are late for the job interview, işe alınmazsın (You are not hired) [English-Turkish]”

Different types of switches occur within the clause and word levels In intra- sentential code-switching, the shift is done in the middle of a sentence, with no interruptions, hesitations, or pauses to indicate a shift The speaker usually needs to be made aware of the change For example: “You are sleepy coğu zaman (most of the time) [English-Turkish] because you spend much saat (Indonesian – when) in your bed.”

Moreover, another form of code-mixing is extra-sentential or tag-switching This is switching a single word or a tag phrase (or both) from one language to another This type is common in intra-sentential switches It involves the insertion of a tag from one language into an utterance in another For example: “Él es de Oaxaca y así los criaron a ellos [Spanish – He is from Oaxaca, and they raised them], if you know what I mean.” Another example is how Turkish students use boundary words like ama (but) or yani (I mean) while speaking English

As the linguistic study of code-switching has been formed in China since the 1950s, this country should be among the first countries which create the beginning platform for the further development of code-switching This is shown in various projects by different scholars

According to the language varieties involved in the studies on code-switching, previous studies in China could fall into three main categories: Mandarin and dialect code-switching, Chinese and English code-switching, and Mandarin and ethnic group language code-switching (Regarding Wang (2014)’s study) Furthermore, many approaches to studying code-switching are used in specific discourse types, such as news, advertisements, novels, and EFL classroom (Based on the works of Wang (2014); Sameen et al (2021) and Moradi & Chen (2022))

Auer (2005) notes that social identity achieved through code-switching is undoubtedly a helpful imitation concept between language and social structure

Bilingual speakers often alternate the codes based on their various reasons during their talk or conversation to maintain a mutual connection

Theoretical Framework

Code-switching as a social language behavior that reflects the linguistic, social, and cultural norms of a speech community is explored by sociolinguistic theories According to Shah, Furqan, and Zaman (2019), sociolinguistics is a vast theory that affects both macro and micro levels of interaction The macro approach examines the

42 functions of code-switching in a social setting within a speech community while the micro approach focuses on the interpersonal ties between speaker and interlocutor

The objectives of the present thesis are to discover the features of code- switching toward male English learners on the impact of their L1 and L2, exploring the features of code-switching toward female English learners on the impact of their language (L1) and second language (L2), and determining the differences and similarities between male and female English learners in code-switching on the impact of their first language (L1) and second language (L2) Then the study provides the causes as well as the solutions based on the comparison between English-majored male and female in terms of CS Additionally, the suggestions related learning applications and further research will be given in details According to a study by Van Der Waldt in 2020, a conceptual framework is a notion that is employed in many social science investigations to prevent conceptual ambiguity by acting as visual organizing aids and mental maps to direct the research The author summarizes the conceptual framework of this study as follows in light of many references and researchers’ viewpoints:

INPUT Questionnaires and in-depth interviews

Deliver questionnaires and carry out interviews

PROCESS Apply SPSS software to analyze the collected data

OUTPUT Students’ learning and teachers’ teaching effectiveness

Enhance students’ speaking Provide better teaching strategies

Figure 2 Conceptual Framework of the Study Regarding most Vietnamese code-switching, the perspectives regarding subjects, purposes, and expectations are different As already discussed in

“Vietnamese English code-switching as a communication device at workplaces” conducted by Lưu and Trần (2014) investigates the code switching between Vietnamese and English which is considered as a communication device in their talks in the working places, “English-Vietnamese bilingual code-switching in conversations: How and Why” implemented by Nguyen (2012) focuses on finding the features of Vietnamese-English bilinguals’ behaviors in general, “Code switching in

44 conversations of Vietnamese teenagers” carried out by Nguyen (2011) addresses only code switching in the conversation of teenagers, the middle age and the old age, specifically the word code switching, “Code-switching in conversations: Case study” done by Lương and Nguyễn (2015) explores the code switching phenomenon that occurred in the daily conversations between Vietnamese and English of Vietnamese- Australian, and “Patterns of Code-mixing of English in Hoa Hoc Tro Magazine in Vietnam” accomplished by Tran and Do (2015) concentrates only on the written form of code mixing which is taken place in a magazine for teenagers However, the studies specifically target an audience that belongs to the academic informants-English majored students of the Faculties of Foreign Languages in the universities in Binh Duong Province The research expectation is to investigate the similarities and differences between male and female English-majored students and the impact of code-switching on the learners’ L1 and L2 languages

Auer (2005) maintains that social identity is achieved via code-switching Tay

(1989), Myer-Scotton (1995), and Adendorff (1996) investigate code-switching and figure out the linguistic advantage of association with a particular social group This study supports the author’s results For bilingual speakers, who often alternate the code based on their reasons during the talks to maintain the mutual connection between the speakers and listeners, Bista (2010) identifies code-switching and how it applies to situational context to preserve their privacy, to make it easier to speak in their L1 than L2 to avoid the misunderstanding in their conversations

According to a research conducted by Then & Ting (2009), the direction of the language switch from English to Bahasa Malaysia as well as the proportion of teacher talk in English suggests that the base language for teaching is still English, even for the science lesson, and code-switching is a necessary tool for teachers to achieve teaching goals in content-based lessons involving students who lack proficiency in the instructional language The study implies that there are few spaces for learners to code their native tongue to another in one period This helps students to enhance their

45 spoken English, but they also miss the opportunity to experiment with code-switching with bilingual speakers.

Chapter summary

Through Chapter 2, the author provided the information which is relevant to the theoretical framework (which is mentioned in Figure 2) as well as the overview of some studies related to code-switching phenomenon in Vietnam and worldwide studies related to code switching phenomenon In Chapter 3 the methodology, which involves the research design of the current thesis

METHODOLOGY

Research Design

In this research, the data were collected quantitatively and qualitatively through a mixed-method study using the tools of a questionnaire (for students) and a semi- structured interview (for teachers and students in charge of the experimental classes) by 150 participants The analysis tool, SPSS has been used to support the analysis process after getting responses from informants

Based on the purpose of this research, the answers to the following questions are investigated:

(1) To what extent does code-switching impact male English learners?

(2) How does code-switching influence female English learners?

(3) What are the similarities and differences in code-switching between male and female English learners in their L1 and L2 languages?

Settings for the present study

Thu Dau Mot University, located in Binh Duong Province, is a public university under the management of Binh Duong Provincial People’s Committee Binh Duong University is also situated in Binh Duong Province It is a private university under the management of the Ministry of Training and Education They both offer programs in multiple disciplines that were endorsed by those government bodies

Generally, Binh Duong University has 420 teachers that have been teaching as full-time lecturers for 14 facilities including many different English language programs Regarding Thu Dau Mot University, there are 490 full-time lecturers who have been working at 26 facilities with many students The student body is estimated to be about 18.000

In the setting of the selected university programs, specialized for English majors, there are few subjects that will provide them the essential information which is relevant to their communication skills in terms of code switching This is particularly occurring in bilingual communities with foreign language learners

In this research, the questionnaires and the in-depth interviews will be used to get the data through the responses of participants, and then based on the quantitative and qualitative method, the data will be analyzed My hypothesis is that the female students will use the code switching more than male learners based on the personalities and the characteristic For example, in the practical situations we easily recognize that almost female students have a tend to share things together more than male; what is more, their concern towards life is much more than males.

Instrument

Several factors must be considered to choose an appropriate research method, including the study's objectives, the availability of resources, and the number of participants (Dửrnyei (2007)) This study aims to discover the features of code- switching toward male English learners on the impact of their L1 and L2, to

48 investigate the features of code-switching toward female English learners on the impact of their language (L1) and second language (L2), and to identify the differences and similarities in code-switching between male and female English learners on the impact of their first language (L1) and second language (L2) According to Creswell (2023a), mixed approaches were used in this experimental study since they allow for the investigation of the influence of treatment According to Krosnick (2017), a questionnaire is provided to obtain participants’ attitudes toward intervention A semi-structured interview is also used to obtain more information, which is used as supporting evidence for the questionnaire results (based on the study by Harris & Brown, 2010) Several instruments were used for data collection to address the study questions: (i) a questionnaire; and (ii) an in-depth interview

The questionnaire: According to Brinkman, Haakma & Bouwhuis (2009), questionnaires have an ambiguous reputation as a research instrument When asked to compare usability methods, professionals ranked questionnaires and surveys near the bottom of the list of ways they use or have used (Gulliken et al (2004); Bark et al (2006); Mao et al (2005)) This study used semi-structured questionnaires with open-ended and closed-ended questionnaires to collect primary data A questionnaire is used to manage the data used in the analysis

The questionnaire is available in both English and Vietnamese The questionnaire is translated into Vietnamese to guarantee that all informants fully comprehend it, regardless of language proficiency This helps to ensure that the author receives trustworthy responses There are 12 questions in the questionnaire and are designed logically based on the research questions to ensure the study’s results Google-form questionnaires which are sent to the informants online via their emails and questionnaires in papers are sent to the participants directly at the classroom in their breaktime or the suitable time that teachers can arrange for students

The in-depth interview: In-depth interviews are frequently used in research and are the most common source of qualitative data This data-gathering technique

49 frequently entails a conversation between the researcher and the participants, guided by a flexible interview process and supplemented by follow-up questions, probes, and comments The technique allows the researcher to collect open-ended data, study participants’ perspectives, attitudes, and opinions on a particular subject, and delve deeply into personal and, at times, sensitive issues (DeJonckheere & Vaughn (2019)) Four open-ended questions (adapted from Yastibas and Cepik’s (2015) research) are provided for the teachers in charge of the experimental group to discover the features of code-switching toward male English learners on the impact of their L1 and L2, to investigate the features of code-switching toward female English learners on the impact of their language (L1) and second language (L2), and to identify the differences and similarities in code-switching between male and female English learners based on the following questions: (1) How often do you communicate with others? (2) Which languages do you usually use in your communication? (3) Have you ever used code-switching in your communication? (4) What do you think about code-switching in your communication?

In this study, I adopted semi-structured questionnaires containing both open- ended and closed ended questions in approaching the primary data The instrument used to utilize the data is collected by constructing questionnaires The questionnaire is written in both English and Vietnamese (Appendix A, and Appendix B) The questionnaire is translated to Vietnamese to make sure the informants understand it completely regardless of their language proficiency This helps to ensure that I will get reliability responses The questionnaire is divided into three different parts and twelve questions, which are used to elicit students’ information in three parts to ensure the responses to fulfill the three research questions in section 1.4:

The first part is basic questions (question 1, 2, 3 and 4), which ask participants personal information and their language proficiency of their first language (L1) and second language (L2)

The second part of the questionnaire is to examine the participants’ views about the major language that they use to interact with both their teacher and friends The questions used to convey this part are 5, 6 and 7

The third part (question 8, 9, 10, 11 and 12) is the main section which aims to find out the influences of informants’ L1 and L2 language in terms of code switching

And those three parts’ data will be used to respond to the information of the study questions due to the correlations between the questionnaires

Furthermore, most questionnaire items are designed in multiple-choice format with several options An open-ended question format in some areas is used to get in- depth responses from students towards the problem given A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondents Questionnaires can be thought of as a kind of written interview They can be carried out face to face, by telephone, computer, or post And methods of collecting data used in this study is that the written questionnaires are given to the target participants majoring in English at the two chosen universities in Binh Duong Province included Thu Dau Mot and Binh Duong.

Sampling

The researcher selected a sample of 150 students at random, ranging in age from freshmen to seniors, in order to collect data from them given the time constraints on the study's implementation and the parameters to be met by the students The sample size was determined by the magnitude of the phenomena under investigation, the number of subgroups within the population, the population's heterogeneity, and the degree of estimation precision required (Benard, 2013) Additionally, sampling must guarantee the study's validity and dependability Thus, the sample of 150 students was calculated by using Yamane’s (1967) formula:

According to Yamane (1976), n is the sample size, N is the population size, and e is the level of precision, sometimes called sampling error Therefore, when this formula is applied to calculate the sample size from the population size of 300 students, the result came out as follows:

1 + 320 (0.05) 2 = 150 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 Figure 3 Student sample size calculated by Yamane’s (1967) formula Based on the methodology proposed by Yamane (1967), 150 students represented the student population of the current study in terms of statistics Ten lecturers from Thu Dau Mot University and Binh Duong University were invited to participate in the in-depth interviews in order to produce more trustworthy and valid data In light of the foregoing, it can be said that the information from 150 genuine student questionnaires and 10 legitimate instructor interview scripts was employed in the current study.

Ethical considerations

Regarding the participants’ rights and benefits, the students who joined the surveys would be invited for an offline meeting at a cafeteria so that I could provide them with free English conversations or grammar classes to boost their English proficiency What’s more, the participants were able to widen their social networking due to interacting with new friends This will benefit their future career By committing and signing the form with the contents related to the survey, the author assures the participants’ anonymity and confidentiality as well Furthermore, with the teachers’ permission the researcher was allowed to distribute and collect questionnaires and in-depth interviews from the students and the teachers as well Throughout the duration of the study, the data was kept in a safe location with an encrypted password When the research is finished, the data will be encrypted and kept on the researcher's personal external disk for a maximum of five years before being deleted

Participants

The survey included 150 English-majored students from Thu Dau Mot and Binh Duong University in Binh Duong Province These students are taking full-time courses and are mostly between the ages of 21 and 23 To ensure valid data, the informants must have a solid foundation in English The two colleges are prominent and are regarded as excellent suppliers of quality human resources for Binh Duong Province and Vietnam Students majoring in English at the two universities will be the target participants Ten English teachers (05 from each school) participated in the interview as part of the teaching staff According to the personal profiles collected from the school leaders, these teachers are experienced and dedicated to their English language teaching and learning in high school education, which can significantly contribute to the validity and reliability of the survey data.

Data collection procedures

The researcher could approach the participants with the support of close friends at the two universities Firstly, with the lectures’ permission, the writer met with all the classroom students and started a warm-up activity to learn their basic background knowledge Then the author gave the informants clear guidelines related to the main contents and the primary goals of the surveys After they understood the purpose of the research, they distributed the survey forms to them After they finished, the author’s friend collected the responses

The survey questionnaire was randomly distributed to any English-majored students From January 1 st to 15 th , 2023, delivering and collecting student questionnaires took two weeks The time of the survey took place toward the end of the academic semester Most survey sessions were done in the classroom at the main campuses when students finished their last shift The survey was done with reliable responses The purpose of the study was clearly explained to the students Most survey sessions were conducted in small groups, yet the survey result was more precise and quickly done in a limited time The researcher collected twelve questionnaires when

53 the informants completed them in writing Due to the summer break, students have returned to their hometowns; hence, some of them joined the surveys through Google Forms to complete the surveys properly

The writer interviewed five teachers and five students from each university Because numerous interviewees had personal concerns and special scheduling issues, they were each questioned separately at a convenient time To quickly assess the interview data, all meetings were meticulously recorded with the participant’s consent and then reexamined The research team informed the respondents that their responses would be utilized only for the study, and they clarified that the data would not be used for any other purpose After the interview, the researchers listened to the audio again, entered the data into Microsoft Excel, and began analyzing and contrasting the various participants’ comments.

Data analysis

Data analysis is the study of the information gathered from individuals using the tool The quantitative data that were obtained from the instrument were analyzed by the researcher using SPSS version 16 for social sciences The data were examined, summarized, and described using descriptive statistics According to Pallant (2007), the purpose of descriptive statistics is to illustrate the many characteristics of data, check for any violations of the fundamental presumptions underlying the statistical methods to be employed in the study, and respond to specific research questions Frequency, means, ranges, and standard deviation were used in this study's descriptive statistics, which focus on central tendency and variance

The analytical techniques I adopted are the constant comparative method of grounded theory to identify a phenomenon of interest An analytical technique (known as an analytical method) is a procedure or a method for the analysis of some problem, status, or fact Analytical techniques are usually time-limited and task-limited They are used once to solve a specific issue Opposed to management methods that affect management of the organization in a longer term Then I can make decisions regarding

54 beginning collection of data based on one’s initial understanding of the phenomenon And the rationale for selecting comparison groups in their theoretical relevance for fostering the development of emergent categories When I could contrast the differences and similarities of the compared groups based on the purpose of study, it enables me to find out the implications that I stay focused on in my research perspectives

RESEARCH FINDINGS AND DISCUSSION

Introduction

This chapter contains the data analysis based on the information the writer has collected from informants of two selected universities in Binh Duong province Also, this section helps to figure out the findings which are implied in the participants’ responses to the surveys and through the in-depth interviews.

Results

Part I: Essential questions (Questions 1, 2, 3, and 4)

Table 1 The percentage of male and female students

As shown in Table 1, the female-to-male ratio in the two chosen universities in Binh Duong Province is 80 to 70 (with the percentages of 70% and 80% respectively) This ratio indicates that there are almost female English learners as males at the two selected universities, which suggests that female learners are more interested in society majors like English than male students An English major could be a good choice for female informants regarding their personality and characteristics

Question 2: How many language(s) do you speak well?

Table 2 The number of languages that students speak well

Number of languages Frequency Percent Valid Percent Cumulative

As can be seen from Table 2, the most critical details in this text are that 60.7% of English-majoring students can speak two languages well, and 21.3% can interact with three languages Only 10% of the participants surveyed can communicate in four different languages This suggests that Vietnamese learners can speak multiple languages outside of their mother tongue (L1) In addition to Vietnamese (students’ mother tongue), many English-majored students at these universities are also able to use English as well as native English speakers do, which may explain why code- switching occurs widely in Vietnam It is also interesting to note that 60.7% of English majors find it easy to switch between English and Vietnamese

Question 3: Which of the following is your best or highest English tests core in TOEFL/IELTS?

Figure 4 Students’ best or highest test scores in TOEFL/IELTS

This question was designed to collect information about the English proficiency of the chosen informants in two selected universities in Binh Duong Province The results from Figure 3 showed that 36,7 out of 100 (36,7%) got IELTS overall scores within the range of 5.5-6 27,3 out of 100 (27,3%) were close to IELTS band 6-7 and ranked as good users with operational command of the language, though with occasional inaccuracies, inappropriacies, and misunderstandings in some situations Only 17,3 out of 100 (17,3%) could gain IELTS band 8-9 who have a fully operational command of the language with only occasional unsystematic inaccuracies This shows that Vietnamese students meet the overseas schools' requirements with their academic scores, as mentioned above Learners who want to achieve higher levels in those academic tests must make further efforts to meet their demands

Question 4: Which age groups do you belong?

Figure 5 Students’ age groups The striking details in Figure 4 are that 69% of English-majored students in Vietnam are from 19 to 22, 46% are from 22 to 25, 19% are from 25 to 28, and only 5% are from 28 to 31 Most students join the fourth year at the appropriate age (69 out of 100), while only four complete their final year quite late (still, they are from 28 to 31) There are many rational reasons students cannot graduate on time, such as their choices when taking a university entrance examination Additionally, some students need help to accomplish the learning program at university Education is open to everyone without paying close attention to their age Most excellent students can shorten the learning periods by joining summer and introductory classes to graduate earlier than others Everyone has equal opportunities in terms of educational policies to gain enough knowledge as the first step to building up their stable occupation path

Question 5: What language(s) do you speak most often?

Figure 6 The language(s) is spoken most often by students

Looking at the Figure 5, it can be seen that English is the first language the English-majored students prefer to speak most, with Vietnamese coming second (57%) Chinese occupies 11%, and Korean is only sometimes used to communicate in the classroom This highlights the trending phenomenon in Binh Duong province that English-majored students have considered their second language the top way to interact with others while their major is English This shows that English-majored students are willing to use their second language to interact with others in their classrooms This could explain the point that English-majored students have less communication issues when English is their primary language to express their ideas or related stuff with university friends and teachers The percentage of using other foreign languages like Vietnamese, Korean, and Chinese should be higher than those figures, as the informants do not interact much with the L2 language

Question 6: What language(s) do you normally use to communicate with your university friends?

Table 3 The languages students use to communicate with their university friends

Language Frequency Percent Cumulative Percent

Similar to the results of Question 5, it is obvious that Table 3 shows students prefer to communicate with their university friends in English (38%) Some students interact with their classmates in Vietnamese (44%) Only 7.3% choose Chinese as their language of communication with friends Only 4% of them speak both languages As a result, code-mixing is rarely employed in the university setting for a variety of reasons, including the fact that students may find it simpler to communicate or share their thoughts with peers in their local language (Vietnamese), or they may lack the vocabulary to ensure that their partners grasp their meaning Due to language issues in many Vietnamese schools, they may be more terrified of being wrong than being laughed at by their classmates As a result, the code-mixing percentage is the lowest This also implies that English-majored students have not realized the need for code-switching when learning a new second language, such as English, Chinese, or Korean As a result, English majors would require assistance in talking with people from other nations

Question 7: In what language do you interact with your English teacher in your home country?

Table 4 The language(s) students use to interact with their English teachers

Language Frequency Percent Cumulative Percent

As can be seen from Table 4 that 70% of students are willing to use English to interact with their teachers, 4% use Korean, 3% use Chinese, and only 2.7% use mixed language However, the percentage of code-mixing is still lower than other choices in the collected results This leads to some assumptions as students feel they need more confidence in code-switching between L1 and L2 language with their teachers There is a fixed distance between lecturers and students regarding Asian culture, but there is no line between students and teachers English can be compulsory for English- majored students, so they must use it to interact with their teachers However, code- switching between native and L2 languages is helpful

The questions show the influences of informants’ L1 and L2 language in code- switching

Question 8: How often do you switch/change your language from one to another one during one class period at university?

Table 5 The frequencies of switching/changing from one language to another one during one class period at university among students

Frequencies of code- switching Frequency Percent Cumulative Percent

As can be seen from Table 5 shows that 22% of the students switched their L1 language to another 5-10 times, 60.7% switched from 1-5 times, 12.7% switched between their L1 and L2 language 10-15 times, 1.3% altered from 15-20 times, and only 2.7% of English majors did code-switching more than 20 times This suggests that English-majored students are unwilling to change their language to another during one school class period

Table 6 The correlation between gender and code-switching frequencies

How often do you switch/change your language from one to another during one class period at university? Total

20 times Other Are you male or female?

To provide more information about the relationship between gender and code- switching frequency, a comparison of the two factors will be made Based on the responses from the students, the results in Table 6 reveal that there is a relative fall in the code-switching frequencies of both male and female students, from the first option

(1-5 times, accounting for 91%) to the last option (more than 20 times, accounting for 1%) The striking fact is that the total frequency obtained by female participants is much higher than that of male ones (with the total frequencies of 80% and 70% respectively) In oral communication, females are typically believed to talk more than males due to their personality, socialization, and styles This point can prove that the hypothesis of this thesis is precise Code-switching typically happens among English-majored students in the universities in Binh Duong province

Question 9: Why do you use words in your own language even while speaking in English? (This question includes three sub-questions, numbered 10, 11, and 12)

With the example was given in the questionnaire as [I don’t like that “món ăn”] There are three sub-questions that are modified to question number 9 included questions 10, 11, and 12

Question 10: Due to your vocabulary proficiency, why do you use words in your own language even while speaking in English?

Question 11: Due to your verbal skills, do you use words in your own language even while speaking in English because you feel LIKE IT

Question 12: What are the purposes of using your own language even while speaking in English?

The questions 10, 11 and 12 are combined in Table 10 due to their similarities to find out the reasons why students change from their L1 language to L2 language

Table 7 Rationales for using words in students’ language even while speaking English

It is easier to speak your language 58 38.7 38.7

It is to avoid misunderstanding 98 65.3 65.3

There are similar words in

I do not know the English words 31 20.7 84.0

It is to have privacy 21 14.0 91.3

It is to add emphasis 44 29.3 68.0

It is to fill the stopgap 18 12.0 96.0

It is to convey intimacy 18 12.0 77.3

It is obvious that English-majored students use words in their language even while speaking English The collected results show that there are similar words in English (63.3%), and students do not know the English words (20.7%) while they want to fill the stop gap (12%) (see Table 10) These students also responded that they need more vocabulary to describe their ideas or express their opinions in English, so they should fill the gaps with the best-known words and try to use their mother tongue when finding the appropriate words to fill in the blanks is challenging for them

Table 10 also proves that English-majored students feel it is easier to speak in their language even while speaking in English (accounting for 38.7%) and to add emphasis (accounting for 29.3%) From these statistics, it cannot be denied that people should have no obstacles when conversing in their native tongue due to its conveniences and benefits It could ensure mutual understanding between the speaker and the listener Emphasizing is also the target of using their language to help their partners realize the keywords in the sentences; it should be more comfortable for them to choose the right words to verbalize Furthermore, they may be confident using the familiar words switched between English and Vietnamese in their minds However, English-majored students should crucially know how to logically balance using their L1 and L2 languages to achieve better outcomes after graduation

It can also be reflected from Table 10 that the response “It is to avoid misunderstanding” accounts for 65.3% This is due to the fact that when students do not know the right words to express their implications in English, they should switch to their tongue language to ensure that there is no gap or that they do not struggle in providing understandable speech or words to their partners The response “It is to have

65 privacy” accounts for 14% These students may sometimes choose to engage in discussion with their classmates in privacy As a result, they will very often code- switch from their L1 to L2 language so that those around them can understand what they are talking about Last comes the response “It is to convey intimacy”, accounting for 12% This feature is excellent for couples or male students who want to attract their female classmates' attention but need assistance finding similar words in the L2 language In most cases, English-majored students are likely to transfer from the L1 to the L2 language because they fear producing mistakes in their communication, wish to share personal information with others, and must be more confident in presenting their thoughts to their classmates in the L2 language

To increase the reliability and persuasion of the study related to the code- switching phenomenon of male and female English-majored students at two selected universities in Binh Duong Province, the writer carried out in-depth interviews with five teachers and five students from each university Because numerous interviewees had personal concerns and special scheduling issues, they were each questioned separately at a convenient time To quickly assess the interview data, all meetings were meticulously recorded with the participant’s consent and then re-examined The research team informed the respondents that their responses would be utilized only for the study, and they clarified that the data would not be used for any other purposes After the interview, the researchers listened to the audio again, entered the data into Microsoft Excel, and began analyzing and contrasting the various participants' comments

4.2.2.1 Results from the Interviews with the Students

The interviews of ten students from two selected universities (five students per school, including two males and three females) show the responses in Table 8 (See the appendix C)

Questions 8, 9, 10, 11, and 12)

Results from the Interviews

To increase the reliability and persuasion of the study related to the code- switching phenomenon of male and female English-majored students at two selected universities in Binh Duong Province, the writer carried out in-depth interviews with five teachers and five students from each university Because numerous interviewees had personal concerns and special scheduling issues, they were each questioned separately at a convenient time To quickly assess the interview data, all meetings were meticulously recorded with the participant’s consent and then re-examined The research team informed the respondents that their responses would be utilized only for the study, and they clarified that the data would not be used for any other purposes After the interview, the researchers listened to the audio again, entered the data into Microsoft Excel, and began analyzing and contrasting the various participants' comments

4.2.2.1 Results from the Interviews with the Students

The interviews of ten students from two selected universities (five students per school, including two males and three females) show the responses in Table 8 (See the appendix C)

After analyzing the records from selected students at each university, the results show that students are unwilling to switch between their L1 and L2 languages due to their lack of vocabulary and expressions when interacting with their classmates The students supposed it could be much easier to use their L1 language (Vietnamese) to communicate in the classroom as English-majored students Besides that, some students with better English backgrounds or proficiency, especially female students, find it beneficial when applying code-switching during the learning period Hence, English-majored students probably think they may struggle with higher education after graduation

4.2.2.2 Results from the Interviews with the Teachers

Similar to students, the author also interviews ten teachers from two selected universities (five teachers per school, including two males and three females) and shows the responses in Table 9 (see Appendix D)

After analyzing the records of selected teachers at each university, the results also show that teachers have a lot of flexibility in using code-switching in the classroom And due to the English proficiency of the learners from first to third year, they design their appropriate teaching materials to obtain good outcomes for their students, but it is still sure that they can keep the purity of each language they are using in their teaching.

Findings

4.3.1 Findings (organized by Research Questions)

The findings are organized based on the research questions as below:

(1) To what extent does code-switching impact male English learners?

(2) How does code-switching influence female English learners?

(3) What are the similarities and differences in code-switching between male and female English learners in their L1 and L2 languages?

4.3.2 The Study’s Findings and Discussion

Depending on analyzing the results of the questionnaire and the interviews, this part sums up the findings found in the previous sections via five facts:

1 The code witching phenomenon is taken place in Vietnam, especially toward English-majored students in Binh Duong province Furthermore, the more language they could speak, they might have more opportunities to switch from their current using tongue to another one such as English, Chinese, Korean, etc But one of the last purposes when we learn a new language is to communicate with other people in that language, and that is why there are not many English majors who are able to alter among four languages while most English-majored students find easy to switch from their L1 to L2 language during conversation

2 English-majored students seems a good choice for female informants at the selected universities Based on the result from Table 6, it could be assumed that female normally talks more than male due to their personality, socialization, and styles What is more, this point is to prove the hypothesis of this thesis is precise Code-switching is happened in the chosen universities in Binh Duong province among English- majored students But they struggle in altering between Vietnamese and English in classroom due to their age gap Fortunately, education is open to everyone without paying close attention to how old they are In addition, most of the excellent students can shorten the learning periods by joining summer and prior classes so that they can graduate earlier than others Everyone has equal opportunities in terms of educational policies to gain enough knowledge as the first step to build up their stable occupation path

3 Additionally, the percentage of using other foreign languages like English, Korean and Chinese is not as high as those figures should be (As can be seen from Table 7 that 70% of students are willing to use English to interact with their teachers, 4% use Korean, 3% use Chinese, and only 2.7% use mixed language) As a result, code switching does not happen in those situations This leads to the fact that the

English majors at the selected universities could meet the basic criteria with IELTS around 5.5-6.0 which is accepted by some prestigious worldwide colleges For learners, who want to achieve the higher levels of those academic tests (IELTS with above 7.0) for upper degree such as Doctor of Philosophy or professor, they should make more effort to meet the universities’ demands

4 The results of the surveys and the interviews also show that the informants do not interact much with the L2 language, so the code switching between their tongue and second language rarely occurs Hence, we could see that English-majored students do not often switch their tongue language to another second language (English) and the times they alter between languages are gradually decreasing It means English-majored students are not willing to change their current language to another one during one class period at schools This also suggests that English major students have not recognized the critical role of code-switching in a proper way and in appropriate situations to obtain the positive insights of code-switching in the classroom to enhance their speaking skills when they learn a new second language like English As a result, the English-majored students would have trouble communicating with their classmates in English and people from English-speaking countries in general

5 Furthermore, English is compulsory for English-majored students; hence, they need to use English to interact with their teachers at the schools Overall, it should be necessary for English-majored students who should consider English as the instruction language in the classroom, but they vitally need to realize that code switching between the native and L2 languages is quite helpful As mentioned above, they do not have enough vocabulary to describe their ideas or express their opinions in English as they would like to From this point, they need to try to use their tongue text when they find it difficult for them to pick up the appropriate words to fill in the blank Hence, they should fill in the gaps with the words they know best It could ensure mutual understanding between the speaker and listener What is more,

69 emphasizing is also the target of using their own language to help their partners realize the key words in the sentences; it should be more comfortable for them to choose the suitable words to verbalize And they may have no fear of using the familiar words switched between English and Vietnamese in their minds But crucially, the English- majored students should know how to balance the use of their L1 and L2 languages logically so that they can get better outcomes after school graduation In short, English-majored students must switch from the L1 to L2 language because they are afraid of causing misunderstandings in their speech, want to share private stuff with other people, and are not confident in using the L2 language in expressing their points towards their classmates

4.3.3 Some illustration examples for cases of CS of male and female learners

Those illustration examples are taken from interviews in which the author interviewed 10 participants at each chosen university The examples are shown below:

For the English female leaners:

“Yes, especially at the early stage of English learning, I code-switched quite frequently because at that time I didn’t know which word in English is equivalent to my home language In order not to stop to look up new words in a dictionary or some else sources, I used code-switching to overcome the communication breakdown, even if they might be wrong And now, I still sometimes use code-switching but in most cases for the purpose of feeling that switched code express better than English or other languages.”

“Absolutely yes, as a bilingual learner, I often use half Vietnamese and half English in a sentence For example, I often say “cái câu chuyện mà bạn share thì tôi thường encounter.”

For the English male learners:

“Of course, I usually use the Vietnamese language the majority in daily life because I live in Vietnam, and I think my mother tongue is an essential thing to

70 communicate with others I also use English too, but I only use them when talking to a foreigner or in English lessons I don’t know why but I love using the English language, it’s a global language that helps me access global information.”

Hence, from those extracts above, it was clearly seen that both male and female English-majored learners are flexible and take advantage of using code-switching in a proper way to ensure the effectiveness of improving their communication quality, but still make sure they can overuse CS with negative perspectives Additionally, from these examples, it shows that female English-majored learners tend to apply CS more often than male ones in learning activities in the classroom.

Summary of Findings

By analyzing the data collected from one hundred and fifty participants at Thu Dau Mot and Binh Duong University, the author examined the data relevant to the above research questions Initially, the code-switching phenomenon occurs in the conversations of male and female English-majored students between their L1 and L2 language Gender also influences the frequency with which they code the language, especially since the results show that female informants switch languages more than males What is more, students’ English proficiency affects the capability of language alteration in their classroom talks Additionally, the data shows that female students code-switch more often than males due to their socialization and personalities Notably, the data demonstrates that code-switching is helpful to foreign language users in bilingual communities, such as foreign language majors

It can be reflected from the research results that code-switching’s critical role and benefits in conversations are apparent It has positive impacts on English students' studies It is a fundamental skill that can support and improve the skills of reading, writing, and listening time impacts English students’ studies It is a fundamental skill that can support and enhance the skills of reading, writing, and listening

Concomitantly, it is exciting and a massive source for students to widen their background knowledge and experience If English-majored students fully understand

71 the vital role of coding skills and commit to speaking English early on, they will surely obtain better results in their English studies

Based on the study’s inquiry findings, it is possible to confirm that English- majored students are the topics teachers must pay particular attention to since they will graduate Because of its popularity, English-speaking abilities will be critical to its success The researcher expects this study to provide valuable and sufficient guidelines for educating significant English students at Binh Duong and Thu Dau Mot universities From the research findings, the present study has several contributions as follows:

(1) The study helps recognize the practical problems English-majored students face at their chosen universities

(2) The study shows that the critical point is that the heads of foreign language faculties should think more about the quality of students’ outcomes after graduation

(3) The research findings reveal that teachers had better maximize the knowledge or skills the students might apply for their future jobs after graduation and minimize the subjects or curriculums that could be unnecessary for their occupations later.

Chapter summary

In this chapter, I have analyzed the data which is collected from the one hundred target informants of two chosen universities in Binh Duong which are Thu Dau Mot and Binh Duong And the participants are English-majored students which are selected from random classes at the universities The discussion, the suggestions for future research, and conclusion will be conveyed in Chapter 5

CHAPTER 5: CONCLUSION AND SUGGESTIONS FOR FUTURE

In this chapter, I will summarize my data and analysis, make some relevant discussions, and present some recommendations for future research This study set out to assess the differences and similarities between male and female English- majored students in code switching and how it impacts their first language (L1) and second language (L2).

Conclusion

This study demonstrates that code-switching occurs among male and female English-majored students in Binh Duong province In this research, the authors focused on the alteration between their L1 and L2 languages The results show that the participants need help switching between those two tongues Due to their personalities and characteristics, it is surprising that female participants do more code- mixing in their talks than males Also, the age gap between male and female English- majored students influences code-switching process

Regarding English proficiency, the informants can meet the primary demand of academic tests such as IELTS and TOEFL to fulfill the requirements of the colleges they apply to In addition, the informants (both male and female) do not interact much with the L2 language, so the code-switching between their L1 and L2 accents rarely occurs in the classroom as the instructional language Thus, through the surveys, it is shown that English-majored students need help when they interact with their classmates in English in terms of lacking vocabulary In short, male, and female English-majored students must change from L1 to L2 language or vice versa to avoid misunderstandings and share private information with friends Specifically, they need to be more confident using the L2 language to express their opinions with classmates

In a nutshell, it could be realized that the English proficiency plays a key role in code switching process of male and female English-majored learners The results from the

Table 8 (Responses from the students) and Table 9 (Reponses from the teachers) show that male and female has differences in CS in terms of their personal problematic rationales, and they both have same point that they are not willing to do CS when they do not feel enough confident with their English background and do not get enough motivations in classroom.

Suggestions

Based on the research findings, the following applications in bilinguals’ code- switching can be made:

This study reinforces the recommendation for English language users in the context of the code-switching field in bilingual groups Switching from L1 to any language they may know well could help Vietnamese students develop the vital steps to becoming global citizens Additionally, code-switching is crucial to improving the quality of learners’ outcomes after graduation English-majored students should increase the frequency of code-switching in the conversations in the educational environment and be more receptive to older learners so that they will find it easier to benefit from code-mixing

These findings contribute to developing and evaluating teaching programs regarding teachers’ roles in supporting students to gain confidence in enhancing their English skills English should be used as the instruction language in the classroom, and students should be encouraged to switch from L1 to L2 as much as possible to enhance their verbal skills Code-switching does not mean changing from L1 to L2 language all the time during one class period, but teachers should use their native language to explain grammatical points and structure This will lead to better results for English-majored students when they graduate

5.2.3 To the Faculty of Foreign Languages

The training and education departments of universities could benefit from regular observation in written form to track the progress of each English major in the classroom Additionally, the faculty may organize different events like academic competitions and game shows to enhance the proficiency of English users On a larger scale, the universities might adjust their internal learning programs to provide better outcomes for English-majored and foreign language students For example, they should give English majors more chances to experiment with theories they have learned in the course books Finally, the heads of universities may change the Ministry of Education and Training so that students can join better learning programs connected to the excellent quality education platform in developed nations worldwide This would help boost their confidence in using the languages acquired via the university programs.

Implications

Via theoretical and empirical evidence, this study reveals common speaking problems encountered by English-majored students at two universities in Binh Duong province The results come up with practical ways to help students to overcome these problems, including the application of appropriate code-switching strategies from one language to another in speaking As it has been stated in the literature review, these strategies can prove to be suitable and applicable for teaching speaking skills to English-majored students in Binh Duong Province On the one hand, students should know what a good speaker is in a bilingual community and what coding skills need to be considered and practiced effectively They should especially “dive” into the language they are learning and using On the other hand, it is also necessary to show how code-switching impacts male and female students in their oral communication so that they pay more attention to the alteration frequencies To achieve the best results, it is equally important that teachers should realize their role in developing confidence for students in communicating together in the target language

Modupeola (2013) assumes that code-switching is an effective strategy for enhancing the teaching and learning of the English language, particularly at the foundational level where students are first taught the skill Since it successfully transmits concepts from the sender to the receivers, it also presents a chance for language development Early learning experiences with code-switching give students a head start on successful learning and help them progress toward becoming proficient English speakers Because they can understand the teacher's input, learners who switch between codes benefit from more enjoyable learning experiences Thanks to their comprehensible input, they feel less anxious and more at ease while learning The students can concentrate and engage in practice and activities in the classroom more successfully if they are at ease in the setting and free of unneeded tension This psychological assistance helps students feel more at ease while studying English However, code-switching negatively impacts English language instruction and learning in Nigeria When it is clear that the teacher's inability to communicate in one language is the cause of the language switch, use other languages to make up for the shortcoming There is a propensity to give the students the wrong message Using Standard English, the teacher must teach the pupils how to speak English as it is intended However, the learner's primary goal of receiving Standard English is thwarted by his or her use of code-switching The target language's learning rate will be slowed if a teacher repeats the same instruction or idea in one language and another within the same time frame Since they are certain to hear the same message in their home tongue, learners who have learned this teaching pattern may not take what is being taught seriously Cook (2002) believes that code-switching in classes where students do not speak the same mother tongue, as may occur in many Nigerian classroom settings, may cause issues because some students (though perhaps a small number) may feel excluded from the teaching process, which could lead to psychological issues and undermine the goal of the learning process

Limitations

This study was primarily limited by its small sample size (n = 150) The sample size could have been expanded by including learners from other majors like Chinese, Korean, and Japanese An earlier start in data collection would have increased the time needed to survey more participants However, the researchers had only three months to complete the investigation at the chosen universities Another area for improvement is the variety of references Many references relevant to the code- switching field are available in printed materials and on the internet At the same time, finding connections in Vietnamese is not easy because more research needs to be done More contact between researchers and the target sample may have increased participation Ideally, the number of participants would have been more evenly distributed across gender and school years regarding code-switching The participants represented a narrow range of ages (English-majored students only) A larger sample with more diversities may have benefited from the results Including multiple colleges and groups on campus could have diversified the information represented in the model Participants may have a more accurate and complete understanding of the survey items once term definitions related to code-switching areas are fully presented right in in the questionnaire, or thoroughly explained to the respondents before taking the interviews.

Suggestions for Future Research

An improvement in the study could have been to interview the participants Personal interviews elicit more incredible information regarding participants’ knowledge and attitudes This may have added important qualitative data and greater insight into the participants’ thoughts and opinions My methodology could have also included surveying or interviewing individuals involved with the participants For instance, family, friends, significant others, co-workers, supervisors, etc., could have been a part of the study From the results of this study, future research could focus on code-switching between L1 and L2 languages such as Chinese, Korean, and Japanese

Chapter summary

In this chapter, I have conveyed the discussion and the suggestions to the students, the teachers, and the Faculty of Foreign Languages Also, the implications, limitations of the study, and suggestions for future research are included in Chapter

Abdel-Jawad, H (1982) Lexical phonological variation in spoken Arabic in

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My name is Do Thanh Nhan Currently, I am in the master’s degree at Thu Dau Mot University I would like you to answer the questions in this form The collected data will be analyzed The aim is to figure out the implications or findings in the aspect of language code switching between male and female students Your provided information will be kept confidential I highly appreciate your kind assistance

Instruction: Please fill in this questionnaire completely by selecting the following options I will also welcome your comments

2 How many language (s) do you speak well? a 2  b 3  c 4  d More than 5 

3 Which of the following is your close English tests core in TOEFL/IELTS? a 40-60(5.5-6)  b 60-80(6-7)  c 80-100(7-8)  d 100-120(8-9) 

4 Which age groups do you belong?

5 What language(s) do you speak most often? a English  b Vietnamese  c Korean  d Chinese  e Hindi  f Other ………

6 What language(s) do you normally use to communicate with your university friends? a English  b Vietnamese  c Korean  d Chinese  e Hindi  f Mixed  g Other ………

7 In what language do you interact with your English teacher in your home country? a English  b Korean  c Chinese  d Hindi  e Mixed  f Other ………

8 How often do you switch/change your language from one to another during one class period at university? a 1-5 times  b 5-10times  c 10-15times  d 15-20times  e More than 20 times  f Other ………

9 Why do you use words in your own language even while speaking in English?

E.g., I don’t like that món ăn.[I don’t like it at all]

Please pick one possibility for each following group:

10 Due to your vocabulary proficiency, why do you use words in your own language even while speaking in English? a There are similar words in English  b I do not know the English words  c To fill the stop gap  d Other ………

11 Due to your verbal skills, do you use words in your own language even while speaking in English because you feel: a Easier to speak in own language  b To add emphasis  c Other ………

12 What are the purposes of using your own language even while speaking in English? a To avoid misunderstanding  b To convey intimacy  c To have privacy  d Other ………

Thank you for your cooperation!

Câu hỏi khảo sát về chuyễn mã ngôn ngữ

Tôi tên là Đỗ Thành Nhân Hiện tại, tôi đang theo học chương trình Thạc sỹ tại trường Đại học Thủ Dầu Một Tôi mong muốn thu thập thông tin của các bạn qua việc trả lời các câu hỏi trong mẫu khảo sát này để tôi có thể thu thập dữ liệu sử dụng cho việc phân tích các phản hồi của các bạn Mục đích của việc này là để tìm hiểu những kết quả trong khía cạnh chuyển mã ngôn ngữ giữa sinh viên nam và nữ Những thông tin mà các bạn cung cấp sẽ được bảo mật Tôi rất cảm ơn sự hỗ trợ của các bạn

Hướng dẫn: Vui lòng đánh dấu câu trả lời bằng cách chọn những tùy chọn dưới đây Tôi cũng rất mong nhận được những ý kiến đóng góp them của các bạn

2 Bạn có thể nói tốt bao nhiêu ngôn ngữ? a 2  b 3  c 4  d Trên 5 

3 Điểm số nào sau đây gần với điểm tiếng Anh của bạn trông kỳ thi TOEFL/IELTS? a 40-60(5.5-6)  b 60-80(6-7)  c 80-100(7-8) 

4 Bạn thuộc nhóm tuổi nào sau đây? a 19-22 b 22-25 c 25-28 d 28-31

5 Những ngôn ngữ bạn thường dung nhất là? a Tiếng Anh  b Tiếng Việt  c Tiếng Hàn  d Tiếng Trung Quốc  e Tiếng Ấn Độ  f Tiếng khác ……… Ý kiến khác:………

6 Những ngôn ngữ mà bạn thường dùng để giao tiếp với bạn bè tại trường đại học là? a Tiếng Anh  b Tiếng Việt  c Tiếng Hàn  d Tiếng Trung  e Tiếng Ấn Độ  f Nhiều tiếng pha trộn  g Khác ………

7 Ngôn ngữ mà bạn dùng để giao tiếp với giáo viên ở đất nước bạn là? a Tiếng Anh  b Tiếng Hàn  c Tiếng Trung  d Tiếng Ấn  e Nhiều tiếng pha trộn  f Khác ……… Ý kiến khác:………