The Effect of Code-Switching on Iranian Elementary EFL Learners’ Oral Fluency, Accuracy, and Willingness to Communicate

Regarding the issue of whether or not the use of L2 learners’ mother tongue should be allowed in the classroom, there has been a discord among scholars, each giving reasons for their claim. Considering this lack of consensus, this study was an attempt to investigate the effect of code-switching (CS)...

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Autores principales:	Saeid Noorbar, Homa Jafarpour Mamaghani
Formato:	article
Lenguaje:	EN
Publicado:	Imam Khomeini International University, Qazvin, 2016
Materias:	code-switching willingness to communicate oral fluency oral accuracy English language PE1-3729
Acceso en línea:	https://doaj.org/article/8bb2327397aa4c128ca54011954d06a2
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spelling	oai:doaj.org-article:8bb2327397aa4c128ca54011954d06a22021-11-10T10:32:52ZThe Effect of Code-Switching on Iranian Elementary EFL Learners’ Oral Fluency, Accuracy, and Willingness to Communicate2676-5357https://doaj.org/article/8bb2327397aa4c128ca54011954d06a22016-01-01T00:00:00Zhttp://jmrels.journals.ikiu.ac.ir/article_1036_295b4e2b6924b20c49feec8331639892.pdfhttps://doaj.org/toc/2676-5357Regarding the issue of whether or not the use of L2 learners’ mother tongue should be allowed in the classroom, there has been a discord among scholars, each giving reasons for their claim. Considering this lack of consensus, this study was an attempt to investigate the effect of code-switching (CS) on Iranian elementary English as a Foreign Language (EFL) learners’ oral fluency, accuracy, and willingness to communicate (WTC). To carry out this study, a sample of 60 high-elementary level EFL learners was chosen to take part. After a Key English Test (KET) was administered to ensure homogeneity of the learners, they were divided into two groups of experimental and control. The study used a quasi-experimental design. The instruments used to obtain the needed data were a WTC questionnaire providing quantifiable data on learners’ WTC both inside and outside the classroom, and the speaking section of a KET as pre-test and post-test to see whether the learners’ oral fluency and accuracy changed significantly over the course of the treatment. The results of a Multivariate Analysis of Covariance (MANCOVA) statistical analysis revealed positive effect of CS on the participants’ WTC and oral accuracy and fluency. The results of the present study can contribute to the field of English Language Teaching (ELT) and be of use for practitioners and material developers.<br /> <strong> </strong>Saeid NoorbarHoma Jafarpour MamaghaniImam Khomeini International University, Qazvin, articlecode-switchingwillingness to communicateoral fluencyoral accuracyEnglish languagePE1-3729ENJournal of Modern Research in English Language Studies , Vol 3, Iss 4, Pp 103-75 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	code-switching willingness to communicate oral fluency oral accuracy English language PE1-3729
spellingShingle	code-switching willingness to communicate oral fluency oral accuracy English language PE1-3729 Saeid Noorbar Homa Jafarpour Mamaghani The Effect of Code-Switching on Iranian Elementary EFL Learners’ Oral Fluency, Accuracy, and Willingness to Communicate
description	Regarding the issue of whether or not the use of L2 learners’ mother tongue should be allowed in the classroom, there has been a discord among scholars, each giving reasons for their claim. Considering this lack of consensus, this study was an attempt to investigate the effect of code-switching (CS) on Iranian elementary English as a Foreign Language (EFL) learners’ oral fluency, accuracy, and willingness to communicate (WTC). To carry out this study, a sample of 60 high-elementary level EFL learners was chosen to take part. After a Key English Test (KET) was administered to ensure homogeneity of the learners, they were divided into two groups of experimental and control. The study used a quasi-experimental design. The instruments used to obtain the needed data were a WTC questionnaire providing quantifiable data on learners’ WTC both inside and outside the classroom, and the speaking section of a KET as pre-test and post-test to see whether the learners’ oral fluency and accuracy changed significantly over the course of the treatment. The results of a Multivariate Analysis of Covariance (MANCOVA) statistical analysis revealed positive effect of CS on the participants’ WTC and oral accuracy and fluency. The results of the present study can contribute to the field of English Language Teaching (ELT) and be of use for practitioners and material developers.<br /> <strong> </strong>
format	article
author	Saeid Noorbar Homa Jafarpour Mamaghani
author_facet	Saeid Noorbar Homa Jafarpour Mamaghani
author_sort	Saeid Noorbar
title	The Effect of Code-Switching on Iranian Elementary EFL Learners’ Oral Fluency, Accuracy, and Willingness to Communicate
title_short	The Effect of Code-Switching on Iranian Elementary EFL Learners’ Oral Fluency, Accuracy, and Willingness to Communicate
title_full	The Effect of Code-Switching on Iranian Elementary EFL Learners’ Oral Fluency, Accuracy, and Willingness to Communicate
title_fullStr	The Effect of Code-Switching on Iranian Elementary EFL Learners’ Oral Fluency, Accuracy, and Willingness to Communicate
title_full_unstemmed	The Effect of Code-Switching on Iranian Elementary EFL Learners’ Oral Fluency, Accuracy, and Willingness to Communicate
title_sort	effect of code-switching on iranian elementary efl learners’ oral fluency, accuracy, and willingness to communicate
publisher	Imam Khomeini International University, Qazvin,
publishDate	2016
url	https://doaj.org/article/8bb2327397aa4c128ca54011954d06a2
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The Effect of Code-Switching on Iranian Elementary EFL Learners’ Oral Fluency, Accuracy, and Willingness to Communicate

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