Views of ESP Learners on Code-Switching in Business English Classrooms

Abstract

This study investigates the perceptions of Business English students at Zhaoqing University in China regarding code-switching in English for Specific Purposes (ESP) classrooms. The study employed a survey and thematic analysis, targeting 33 Business English majors to explore their views on the prevalence, functions, and impacts of code-switching on comprehension, teacher-student relationships, and classroom atmosphere. Results indicate that students generally perceive code-switching as beneficial for improving comprehension, fostering teacher-student relationships, and enhancing the classroom atmosphere. Key functions of code-switching identified include translation, topic switching, and checking comprehension. While students appreciate the role of code-switching in clarifying complex concepts, there is a concern that excessive use of the native language may impede language development. The study recommends the judicious use of code-switching to balance support for comprehension with practice in the target language. Future research should address the study’s limitations, including its small sample size and lack of teacher behavior analysis, for a deeper understanding of code-switching in ESP settings.