INFLUENCE OF CODE-SWITCHING ON CLASSROOM PARTICIPATION AMONG SENIOR SECONDARY SCHOOL STUDENTS OF ENGLISH LANGUAGE IN ENUGU NORTH LOCAL GOVERNMENT AREA OF ENUGU STATE

IBRAHIM, ANGELA LADI (2026) INFLUENCE OF CODE-SWITCHING ON CLASSROOM PARTICIPATION AMONG SENIOR SECONDARY SCHOOL STUDENTS OF ENGLISH LANGUAGE IN ENUGU NORTH LOCAL GOVERNMENT AREA OF ENUGU STATE. Other thesis, Godfrey Okoye University, Enugu.

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Abstract

The purpose of this study was to investigate the influence of code-switching on classroom participation among senior secondary school students of English language in Enugu North Local Government Area of Enugu State. Three research questions guided the study. Giles (1973) Speech Accommodation theory formed the basis of the research. The study adopted a descriptive survey research design where a sample of 200 respondents were selected from a total population of 2, 719 through a simple random sampling technique. The data collection instrument was a questionnaire that was face-validated by three experts. A reliability coefficient of 0.93 was calculated through Cronbach Alpha. The analysis involved mean score and standard deviation. The findings indicated that code-switching by students during the English language class generally contributes towards enhancing effective communication, facilitating students interaction and overcoming communication difficulties between teachers and the students. The study therefore conclude that a judicious choice in the application of code-switching has to be exercised regarding the English language abilities of the students and the specific topic of teaching. The overuse or undue dependence on code-switching could impede the development of English language skills of students and hinder certain linguistic and/or social identity considerations. As a result, the following are hereby recommended: the teacher could guide the students to distinguish between useful and meaningless applications of code-switching in English; schools ought to expose learners to different linguo-didactic and socio-linguistic environments and opportunities; teachers/curriculum experts could to use the observed drawbacks in this paper as appropriate models and guide in creating and designing suitable methods of instruction.

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
Divisions: Faculty of Arts > Faculty of Law > Faculty of Management and Social Sciences > Faculty of Education
Depositing User: Uchenna Eneogwe
Date Deposited: 24 Jul 2026 09:22
Last Modified: 24 Jul 2026 09:22
URI: http://eprints.gouni.edu.ng/id/eprint/5901

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