Lakhasly

This mixed-methods study (100 pre-intermediate EFL learners) explored how teacher-student interactions and code-switching affect language acquisition. Meaningful dialogue, scaffolding, and feedback boosted learning. Code-switching, particularly for complex explanations, aided comprehension. Positive student attitudes towards code-switching correlated with better engagement and retention. Classroom size and teacher proficiency influenced code-switching effectiveness. The study emphasizes the importance of balanced L1/L2 use in EFL contexts.

This study investigates the influence of teacher-student interactions and code-switching on language acquisition in English as a Foreign Language (EFL) classrooms. Specifically, it examines how different interaction patterns between teachers and students, along with the strategic use of code-switching, impact students’ development of communicative competence and cognitive linguistic skills. The research adopts a mixed-methods approach, including classroom observations, student surveys, and interviews with both students and teachers, in order to gain a comprehensive understanding of these dynamics. Data were collected from a sample of 100 pre-intermediate EFL learners in various classroom settings. The findings suggest that teacher-student interactions characterized by meaningful dialogue, scaffolding, and feedback significantly enhance students’ language acquisition, while code-switching, especially during complex instructions or explanations, plays a crucial role in facilitating comprehension and reducing cognitive load. Additionally, students' positive attitudes toward code-switching correlate with increased engagement and language retention. The study also reveals that classroom size and teacher proficiency in both the target and native languages affect the frequency and effectiveness of code-switching and its impact on learning outcomes. These results highlight the importance of balancing L1 and L2 use in EFL classrooms and underscore the need for further research into the contextual factors that shape the effectiveness of interaction and code-switching in language learning