The Role Of Two-Way Interaction Code-Switching: Understanding And Engagement In The Efl Master’s Classroom

Abstract

This study aims to examine the role of code-switching in two-way interaction to enhance students’ understanding and engagement in a master’s-level English as a Foreign Language (EFL) class. In the context of postgraduate level, students often face challenges related to linguistic limitations, academic pressure, and lack of confidence in using English, which may hinder active participation and comprehension. To address this issue, code-switching is considered a strategic pedagogical tool that bridges communication gaps and supports meaningful interaction. Therefore, this study addresses three main research problems by following Poplack’s (1980) and Gumperz’s (1982) theory: (1) What are the types of two-way interaction code-switching that used in ELT master’s classroom? (2) How does the use of two-way interaction code-switching in ELT master’s classroom enhance students’ understanding during the teaching learning process? and (3) How does the use of two-way interaction code-switching in ELT master’s classroom enhance students’ engagement during the teaching learning process? This study employs a qualitative approach with a single instrumental case study design to explore the use of code-switching in a specific academic context. The research was conducted in an ELT master’s classroom at a private university in East Java, involving two lecturers and four students as the main participants. Data were collected through classroom observations and in-depth semi-structured interviews to capture both actual practices and participants’ perspectives. The collected data were analyzed using thematic analysis and qualitative descriptive analysis, which involved coding, categorizing, and identifying patterns related to types and functions of code-switching in two-way classroom interaction. The findings reveal three major themes. First, in terms of types of code-switching based on Poplack (1980), the study identifies tag switching, inter-sentential switching, and intra-sentential switching as dominant forms used in classroom interaction. Second, the use of these types significantly contributes to students’ understanding, as lecturers utilize code-switching as a cognitive bridge to clarify complex concepts, particularly for students with varying levels of English proficiency. Third, code-switching enhances students’ engagement through interactional functions proposed by Gumperz (1982), including reiteration, message qualification, and personalization versus objectification. These functions facilitate clearer communication, create a more comfortable learning atmosphere, and encourage students to participate more actively in discussions. In conclusion, the findings confirm that code-switching in two-way interaction serves as an effective pedagogical strategy to support both students’ understanding and engagement in EFL master’s classrooms. The flexible use of language allows lecturers to adapt instruction to students’ needs, reduce linguistic barriers, and foster a more inclusive and interactive learning environment. Therefore, it is recommended that lecturers strategically incorporate code-switching in their teaching practices, particularly when explaining complex materials or facilitating discussions. Future research is also suggested to explore the long-term impact of code-switching on students’ academic performance and language development in broader educational contexts. Keywords: code-switching, EFL classroom, student’s engagement, student’s understanding, two-way interaction code-switching