A Comparative Study of Code-Switching in Communication Between First-and Fourth-Year English Majors at a University in Vietnam

Abstract

This study investigates the phenomenon of code-switching among English language learners, focusing on the influence of their first language and second language and identifies differences and similarities between the two groups. It examines code-switching among first-and fourth-year English majors at a university in Ho Chi Minh City, Vietnam. The research employed a mixed-method approach, collecting data through questionnaires completed by 240 students and semi-structured interviews with 10 lecturers and 10 students involved in experimental classes. The results reveal that first-year English majors use code-switching more frequently and across a wider range of contexts, including classroom and casual conversations, mainly due to limited vocabulary, lower fluency, and a lack of confidence. In contrast, fourth-year students use code-switching less often and in a more selective, strategic manner, typically in important academic discussions or when expressing complex concepts. English should be consistently used as the main language of instruction, though reasonable alternation between the mother tongue and English can still support learning. Based on these findings, the study proposes solutions to improve speaking skills and limit unnecessary code-switching, including creating an English-only environment, enhancing vocabulary, and encouraging participation in English activities such as presentations, role-plays, and debates. Lecturers should provide timely feedback and increase opportunities for real-life English communication to develop more effective language reflexes.