Strategic Code-Switching in EFL Classrooms: Pedagogical Value and Perceived Psychological Effects on Saudi Postgraduate Learners

Abstract

This study examined the pedagogical value and perceived psychological effects of code-switching among Saudi postgraduate EFL learners. For data collection, the researcher administered a questionnaire to 65 students from three Saudi universities and conducted interviews with 18 students and three teachers. Quantitative data revealed that CS was perceived as most frequently used in response to student confusion (M = 4.11) and complex academic content (M = 4.06), and as most pedagogically valuable for enhancing comprehension of complex content (M = 4.34) and technical terminology (M = 4.08). The results also revealed positive perceived psychological effects of CS, such as alleviating anxiety (M = 4.06) and enhancing confidence (M = 4.05). Furthermore, the results of the thematic analysis showed that CS was perceived as an effective pedagogical tool for conceptual scaffolding, task clarification, and balanced bilingual support. Additionally, it identified three psychological mechanisms: affective reassurance, confidence building, and sense of classroom comfort. Triangulation revealed that both students and faculty conceptualise strategic code-switching as a temporary cognitive bridge that enhances comprehension and reduces affective pressure without replacing English-medium instruction. The study concludes that code-switching, when purposeful and bounded, constitutes a conditionally effective pedagogical strategy in Saudi postgraduate EFL contexts.