The Effect of Code-switching on EFL Students’ Grammatical Proficiency

This study examined the impact of code-switching on the grammatical proficiency of EFL students. A quasi-experimental design was utilized, comprising two groups: the experimental group received grammar instruction with the integration of Afan Oromo through code-switching, while the control group was instructed solely in English. Data were gathered through pre-tests, post-tests, and interviews with teachers. The findings indicated a significant improvement in the experimental group, which demonstrated an average post-test increase of 5 points, whereas the control group showed only slight progress. A one-way ANOVA revealed a statistically significant difference between the groups (p = 0.013), and the assumption of homogeneity of variance was satisfied. Teacher interviews highlighted that code-switching aided in clarifying challenging concepts and enhancing comprehension, although some educators warned that overuse might limit students’ exposure to English. Overall, the results suggest that a balanced and purposeful use of Afan Oromo can effectively support grammar instruction without impeding English language development. The study concludes that incorporating code-switching into EFL teaching enhances grammar acquisition and recommends that teachers receive training in bilingual instructional techniques to encourage context-sensitive use of learners’ first language in multilingual educational settings.   Journal of Science, Technology and Arts Research, Vol. 14 No. 3 (2025)