Reading Logbook

No: 1
Title: The Role of Code-Switching as a Communicative Tool in an ESL Teacher Education Classroom
Reference: Azlan, N. N., & S. N. (2013, November 17). The Role of Code-switching as a Communicative Tool in an ESL Teacher Education Classroom. Social and
Behavioral Sciences, 90, 458-467.Retrieved from https://www.sciencedirect.com/science/article/pii/S187704281302003X

Problem statement/ Research objective(s) Respondents/ Research design & Major findings Remarks
research issue/ theory OR research participants/ texts/ instruments/ analytical tool
questions materials
 Code-switching Research objectives: Who: Mixed-methods Findings: Reflections:
functions as a i) how often i) B.Ed (TESL) at the i) Inter-sentential switching i) The usage of code-
communicative tool in students code-switch Faculty of Education Instruments: was the most frequent type switching will affect the
a English as a second between English and i) Surveys of code-switching to be used proficiency of speakers.
language teacher Malay. How many: ii) Observations ii) Code-switching is
education class in a i) 28 students iii) Interviews ii) Majority of the using for social
tertiary institution in iv) Questionnaire respondents code-switched interactions.
Malaysia. Context(s): to either stress a particular iii) The researchers used
Tertiary institution in Adapted by researcher(s): statement or to make a different method to get
 Theory(s)/ Malaysia i) Yletyinen (2004) statement clearer for others the results.
concept(s)/ model(s) ii) Yao (2011) to understand. iv) The usage of code
used in the study iii) Leong (2011) switching is only allowed
for low-proficiency
- three major types of Data analysis technique: students, not for the
code-switching i) Observational framework TESL students.
identified by Poplack
- 10 communicative Usefulness for your
functions of code- proposal:
switching i) Instruments
ii) Questionnaire
because use pilot test
iii) The theory of code-
switching.
Reading Logbook
No: 2
Title: ESL learners’ reactions towards code switching in classroom settings.
Reference: Nordin, N. M., Rashid Ali, F. D., Syed Zubir, S. S., & Sadjirin, R. (2013, November 17). ESL Learners Reactions Towards Code Switching in Classroom
Settings. Social and Behavioral Sciences, 90, 478 – 487. Retrieved from https://www.sciencedirect.com/science/article/pii/S187704281302005

Problem statement/ Research Respondents/ Research design & Major findings Remarks
research issue/ theory objective(s) OR participants/ texts/ instruments/ analytical
research questions materials tool

i) Uncover the attitudes i) What do ESL Who: Quantitative i) learners think code switching Reflections:
of ESL learners towards learners think about i)Second semester helps them learn in English i) Most of learners feel
the functions of code- code switching in the diploma in Applied Instruments: language. comfortable when
Sciences i) survey questionnaire teachers used code-
switching employed by English classroom?
ii) learners prefer the instructors switching in the
English language how many: adapted by the classroom.
instructors at tertiary ii) When does code to code switch for a variety of
i) 45 researcher(s): ii) Boost students’
switching best functions.
level. i) Greggio and Gill (2007) confident if used code
function in the Context(s): Where did ii) Then and Ting (2009) switching.
iii) learners feel more
 Theory(s)/ English classroom for the study take place?
concept(s)/ model(s) comfortable and confident in
the ESL learners? i) Universiti Teknologi Usefulness for your
used in the study MARA Pahang Data analysis understanding English language proposal?
iii) To what extend technique: if the instructors use code - The questionnaire
- Chomsky’s innate- learners’ preference i) descriptive statistics switching for teaching and -The previous study that
universal structure. of teachers’ code- learning purposes. done by researchers.
- Skinners’ Behaviorist
switching in
theories
explaining
differences between
first and second
language correlate
with learners’
preference of
teachers’ code-
switching in helping
learners feel more

confident and
comfortable?
No: 3
Title: Classroom Code Switching of English Language Teachers at Tertiary Level: A Bangladeshi Perspective
Reference: Chowdhury, N. (2012). Classroom Code Switching of English Language Teachers at Tertiary Level: A Bangladeshi Perspective. Stamford Journal of
English, 7, 40-61.Retrieved from https://www.banglajol.info/index.php/SJE/article/view/14462

Problem statement/ Research Respondents/ Research design & Major findings Remarks
research issue/ theory objective(s) OR participants/ texts/ instruments/ analytical tool
research questions materials
The reasons for i) Why do the Who & how many: Quantitative i) Code switching plays as an Reflections:
teachers’ code teachers switch effective tool for i) The purpose of code
switching and the codes in classroom i) 20 English language Instruments: maintaining discipline in a switching used by
teachers i) questionnaires teachers.
attitude of the discourse? large class.
ii) 37 undergrad students ii)Code-switching helps
teachers and students adapted by the students build
towards classroom ii) What attitude do from different ii) the fear and shame of
researcher(s): confident.
code switching. the teachers and universities making mistakes in front of
i) Richards and Rodgers
students possess (1986) the teachers and classmates Usefulness for your
towards classroom Context(s): Where did make them feel shaky and proposal?
code switching? the study take place: they take help of code
Data analysis technique: - The theory usage in
Theory(s)/ concept(s)/ i) Two separate sets of this research
i) Stamford University switching.
model(s) used in the questionnaire, distributed - The questionnaire
Bangladesh
study; among two distinct groups.

i) New Concurrent ii) United International

Approach by Rodolpho University
Jacobson
iii) Dhaka University
ii) Grammar
Translation Method iv) East West University
Reading Logbook
No: 4
Title: Teacher’s and learners’ use of code switching in the English as a foreign language classroom: a qualitative study.
Reference: Greggio, S., & Gill, G. (2007, January). Teaching and learning English in a multilingual classroom.Research gate, 10, 371-393. Retrieved from
https://www.academia.edu/13302812/Teaching_and_learning_English_in_a_multilingual_classroom

Problem statement/ Research Respondents/ Research design & Major findings Remarks
research issue/ theory objective(s) OR participants/ texts/ instruments/ analytical tool
research questions materials
The use of English and a)whether the Who & how many: qualitative i) code switching in Reflections:
Portugese in interative teachers and the Instruments: teacher-learner interaction
exchanges between the learners use code i) Teacher i) Observed may have an important What did you learn?:
ii) audio-recorded i)How to transcribed
teacher and the switching in the EFL ii) learners in role in facilitating
ii)Can used various
learners in both a classroom or not; beginner and re- adapted by the interaction among techniques to get data.
beginner and a pre- intermediate. researcher(s): classroom participants as iii)How the researches
intermediate English as b) the types of code well as in facilitating
i) Antón and Dicamilla, classified the observations.
a Foreign Language switching they use; i) 12 classes 1999; foreign language learning.
classroom. ii)Flyman-Mattsson and ii) a learner (St1) makes use Usefulness for your
c) the moments Context(s): Where Burenhult, 1999;
of code switching (L2→L1) proposal?
when there is iii)Braga, 2000;
 Theory(s)/ did the study take
to clarify understanding of
- The various techniques to
concept(s)/ model(s) frequent use of code iv)Cipriani, 2001; observed.
place:
switching; and v)Macaro, 2001; the grammatical structure - Procedure to check the
used in the study:
vi) Martinez, 2001; under analysis. actual use of code
i) Second Language i) Foreign Language
d) the functions of vii)Moreira, 2001; iii) code switching (L2→L1)
Acquisition(SLA) Department at a switching(used the frequent
viii)Bergsleithner, 2002;
ii)Foreign Language code switching. Federal University in was an important moment of code switching)
ix)Turnbull, 2002;
Acquisition (FLA) communication strategy -
Brazil. x)Arnfast and Jorgensen,
iii) Second Language 2003, which enabled the learner
Learning(SLL) xi)Melo, 2005 (St25) to carry on speaking,
iv) Foreign Language
express her ideas and
Learning(FLL) Data analysis technique:
i) Transcribed participate in class.

Reading Logbook
No: 5
Title: A Pragmatic Analysis of a Teacher’s code-switching in a Bilingual Classroom
Reference: Yusuf, Y. Q. (2009, December). A Pragmatics Analysis of a Teacher.Linguistic Journal, 4.Retrieved from
http://academia.edu/8262493/A_Pragmatics_Analysis_of_a_teacher
Problem statement/ Research Respondents/ Research design & Major findings Remarks
research issue/ theory objective(s) OR participants/ texts/ instruments/ analytical
research questions materials tool

 Phenomenon of code- i) To categorize the Who & how many: Quantitative/ i) The lecturer most frequently Reflections:
switching by a functions of code- i) 70 Malay students qualitative/ mixed- code-switched for the purpose
teacher in a bilingual switching from ii) 43 Chinese students methods? of using loanwords. What did you learn?
classroom and Malay to English iii) 1 Indian student, i) Descriptive method i) The code-switching
explains it in terms of used by the lecturer iv) Male lecturer ii) The deeper reasons why the can be analysed
pragmatic function. in the Instruments: lecturer used code-switching in through many
bilingual classroom. Context(s): Where did i) Observed linguistics aspects.
the classroom because the
Theory(s)/ concept(s)/ ii) To identify the the study take place: ii)The way researcher
most to the least i) Faculty of Enginerring adapted by the term in the subject is in English. gives detail how she did
model(s) used in the
study: used functions of in Universiti Malaya, researcher(s): the recording in the
code-switching from Kuala Lumpur i) Rayfield (1970), classroom.
i i) Rayfield (1970), Malay to English by iii)The process of this
ii) Gumperz (1982)
ii) Gumperz (1982) the journal is the same way
lecturer in the iii) Jacobson & Osman that I want to do in my
iii) Jacobson & Osman (1987)
bilingual classroom. proposal.
(1987)
Usefulness for your
Data analysis technique: proposal?
i) Transcribed the - The conventional
conversations transcripton based on
Ali (2004)
Reading Logbook
No: 6
Title: A Preliminary Study of Teacher Code-switching in Secondary English and Science in Malaysia
Reference: Then, D. C., & Ting, S. (2009, June). A Preliminary Study of Teacher Code-switching in Secondary English and Science in Malaysia. TESL-EJ, 13. Retrieved
from http://www.tesl-ej.org/wordpress/issues/volume13/ej49/ej49a3
Problem statement/ Research Respondents/ Research design & Major findings Remarks
research issue/ theory objective(s) OR participants/ texts/ instruments/ analytical tool
research questions materials

functions of teacher i) Frequency of Who & how many: Qualitative i) In teacher-fronted Reflections:
code-switching in Teacher Code- i) 2 English teacher content lessons, frequent
secondary school switching in the ii) I Science teacher Instruments: alternation between What did you learn
English and science i) Audio-record i) code-switching is a
English and Science reiteration of key points
classrooms in Malaysia. Context(s): Where did strategy for teachers to
Lessons the study take place: adopted by the and message qualification
adapt to students' English
 Theory(s)/ i) 3 government researcher(s): from English to Bahasa
ii) Frequency of proficiency,teaching goals,
concept(s)/ model(s) secondary schools in i) Choi and Kuipers (2003) Malaysia is targeted at
Code-switching Kuching City, Sarawak and teacher roles.
used in the study: ii) Richards and Rodgers ensuring student
i) Gumperz's (1982) Functions in Science ii) codeswitchingis a
(1986) comprehension.
semantic model and English Lessons necessary tool for
iii) Mahadhir and Then ii) codeswitching is a
teachers to make their
(2007) necessary tool for
messages more
teachers to make their
comprehensible to
messages more
Data analysis technique: students.
comprehensible to
i)Transcription
students. Usefulness for your
proposal?
- The way the audio-
record is transcribe.
No: 7
Title: Code Switching as a Medium of Instruction in an EFL Classroom
Reference: Moghadam, S. H., Samad, A. A., & Shahraki, E. R. (2012, November). Code switching as a Medium of Instruction in an EFL Classroom. Theory and
Practice in Language Studies, 2, 2219-2225. Retrieved from
https://www.researchgate.net/publication/276020418_code_switching_as_a_medium_of_instruction_in_an_EFL_Classroom
Problem statement/ Research Respondents/ Research design & Major findings Remarks
research issue/ theory objective(s) OR participants/ texts/ instruments/ analytical tool
research questions materials

 Code switching as a i)the students’ Who & how many: Qualitative methods i) CS by the teacher and by Reflections:
medium instructions attitude towards CS i) Persian participants the learners was more
Instruments: frequent in using some What did you learn:
 Theory(s)/ ii)the positive i) Audio recording special language functions i)Code switching helps
concept(s)/ model(s) impacts of CS on ii) Observations such as
students builds
used in the study: understanding the Context(s): Where did iii) Reflective journals clarification/persuasion, confidence.
i) Sociolinguistics the study take place: translation, and socializing. ii) Need to do the
target language
approach: i) international university, adapted by the research in the natural
iii)the negative researcher(s): ii) CS during instruction way.
i) (McClure, 2001 affects the learning
impacts of CS on
ii) Poplack, 1978; environment by increasing Usefulness for your
students’ learning iii) Genishi, 1976; student understanding, proposal?
ability iv) Zentella, 1982) comprehension, and - what can be used?
application of the material
Data analysis technique: and helps foster a better
i)Transcription relationship with the
students.

iii) when they were

discussing the story, they
realized that they might get
the idea wrong, so they code
switched.
No:8
Title: Teachers’ code-Switching in Classroom Instructions for Low English Proficient Learners.
Reference: Ahmad, B. H., & Jusoff, K. (2009, May 31). Teachers' Code-Switching in Classroom Instructions for Low English Proficient Learners. CCSENET Journal, 2.
Retrieved from https://eric.ed.gov/?id=EJ108237

Problem statement/ Research Respondents/ Research design & Major findings Remarks
research issue/ theory objective(s) OR participants/ texts/ instruments/ analytical tool
research questions materials

 the learners’ 1) to determine Who & how many: Quantitative i) the respondents indicated Reflections:
perceptions of the learners perceptions i) 299 low English that their teachers’ code-
teachers’ code- of teachers’ code- proficient learners Instruments: switching has made them What did you learn:
switching in English i) questionnaire i) The students really
switching enjoy their Communication 1
Language classrooms. need code switching in
adapted by the classes the classroom to
2) to determine the Context(s): Where did
 Theory(s)/ researcher(s): ii) The respondents were understand what they
relation of teachers’ the study take place:
concept(s)/ model(s) i) Communication 1 i) Schweers’ (1999) most united when indicating learn.
code-switching and ii)Tang’s (2002) that code-switching has ii)The code switching
used in the study: proficiency course
i) Second Language learners’ affective ii) public university in iii) Burden’s (2001) helped them understand only applicable for low
Acquisition. support Malaysia difficult concepts faced in proficiency students.
Data analysis technique:
3) to determine the their learning
i) Likert-type scale Usefulness for your
relation of teachers’ iii) They generally indicated proposal?
ii) Pearson product moment
code-switching and that code-switching helps i) the techniques used
correlation analyses.
learners’ learning the learners to understand to collect data
iii) pilot tested
success the classroom instructions,
iv) the Cronbach alpha
helps the learners to
calculation
4) to identify the understand meaning of
future use of code- words and, ultimately, helps
switching in the learners to improve their
students’ learning. English.
No:9
Title: Code switching in the English Classroom: What Teachers Do and What Their Students Wish They Did.
Reference: Johansson, S. (2013, January 27). Code-switching in the English classroom - DiVA portal. Retrieved from https://www.diva-
portal.org/smash/get/diva2:691914/FULLTEXT02.pdf

Problem statement/ Research Respondents/ Research design & Major findings Remarks
research issue/ theory objective(s) OR participants/ texts/ instruments/ analytical tool
research questions materials

when and why teachers i)What language do Who & how many: mixed-methods i) the students preferred Reflections:
in upper secondary students prefer in i) 5 Teachers either a combination of
school code-switch the English ii) 96 students Instruments: Swedish and English or only What did you learn:
i) Interview i)The process of
when teaching L2 classroom? Swedish. Two of these
Context(s): Where did ii) Questionnaire interview
English ii)Is there consensus situations were grammar ii) The ethical
the study take place:
between the adopted by the instructions, where a considerations when do
Theory(s)/ concept(s)/ i) upper secondary
teachers’ code- researcher(s): majority of the students the interview and
model(s) used in the schools at medium-sized
switching patterns i) Lin( 2013) preferred a combination of questionnaire.
study town in Sweden.
and the students’ ii) Jingxia (2010) English and Swedish, and
i) two dominant one-to-one situations, where Usefulness for your
preferences? iii)Cook (2001)
approaches proposal?
iv) Song and Andrews(2009) a majority of the students
ii) the sociolinguistic i) The set of
preferred Swedish questionnaire
approach
iii) the grammatical Data analysis technique:
approach i) Interview in Swedish
ii) web-based questionnaire
No: 10
Title: Code Switching in the Malaysian ESL Classroom
Reference: Selamat, J. T. (2014). Code Switching in the Malaysian ESL Classroom (Thesis, Master of Arts). University of Otago. Retrieved from
http://hdl.handle.net/10523/4909

Problem statement/ Research objective(s) OR Respondents/ Research design & Major findings Remarks
research issue/ theory research questions participants/ instruments/
texts/ materials analytical tool

 The perceptions and 1.To investigate the perceptions Who & how mixed-methods i) teachers and students Reflections:
beliefs of teachers and beliefs of in-service teachers many: generally exhibit positive
and students about the practice of code i) 11 teachers- six Instruments: attitudes towards code What did you learn:
regarding the i)Questionnaire switching in the classroom. i) Some teachers feel
switching in the Malaysian ESL from SMCH and
practice of code ii)Semi structured ii) teachers also voiced guilty to use code
classroom. five from SMSA interviews switching
switching in their concerns about the
ii) 100 students iii)Observations ii) Teacher beliefs affect
Malaysian ESL 2. To investigate the perceptions negative implications of
classrooms. code switching their classroom
and beliefs of students about the adapted by the attitude.
iii) All of the teachers
use of code switching in the researcher(s): iii) The attitudes
 Theory(s)/ Context(s): indicated that code
Malaysian ESL classroom. i) wei (2005) towards target
concept(s)/ model(s) Where did the switching occurs naturally
used in the study: ii) Grosjean (1992) language affect learers
3. To determine the functions and study take place: and spontaneously,
i) Chomsky (1965) motivation.
i) Sekolah without prior planning
ii) The Grammar purposes of code switching in the Data analysis
technique:
because they are unable to Usefulness for your
Translation Method Malaysian ESL classroom. Menengah Chung
I) Likert scale anticipate or predict the proposal?
iii) The Audiolingual Hwa (SMCH)
4. To explore the role of code questionnaire learning difficulties that i)Consent form for
Method ii) Sekolah students might encounter
switching as a systematic and ii) audio-recorded parents
iv) Communicative Menengah Saint during lessons.
planned part of the ESL classroom interviews ii)Consent form for
Language Teaching Anthony (SMSA) students
in Malaysia. iii) classroom
(CLT) iii)Consent form for
observations
teachers