The Effects of Code-Switching on Students’ Grammar Understanding in Kazakh Secondary English as a Foreign Language Classroom

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dc.contributor.authorMoldagaliyeva I.
dc.date.accessioned2026-04-09T05:43:24Z
dc.date.available2026-04-09T05:43:24Z
dc.date.issued2025
dc.description.abstractThis study explores the effects of teacher-led code-switching on students’ grammar comprehension in English as a Foreign Language (EFL) classrooms in Kazakhstan. A mixedmethod approach was employed, combining a teacher questionnaire (N = 107) and a quasiexperiment with tenth-grade students (N = 22). Drawing on Vygotsky’s Sociocultural Theory and Myers-Scotton’s Markedness Model, the research investigated whether incorporating students’ first language (Kazakh) supports grammar learning. The experimental results showed that both groups improved, but the code-switching group demonstrated slightly greater gains and reduced score variability. Survey findings revealed that most teachers consciously or habitually use code-switching and consider it effective, particularly for complex grammar topics. The study concludes that code-switching can serve as a valuable pedagogical tool, especially for learners with limited English proficiency, and recommends its strategic use in grammar instruction.
dc.identifier.citationMoldagaliyeva I / The Effects of Code-Switching on Students’ Grammar Understanding in Kazakh Secondary English as a Foreign Language Classroom / SDU University / Faculty of Education and Humanities
dc.identifier.urihttps://repository.sdu.edu.kz/handle/123456789/2604
dc.language.isoen
dc.publisherSDU University
dc.subjectcode-switching
dc.subjectgrammar comprehension
dc.subjectEFL classroom
dc.subjectbilingual instruction
dc.titleThe Effects of Code-Switching on Students’ Grammar Understanding in Kazakh Secondary English as a Foreign Language Classroom
dc.typeThesis

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