Comparative Analysis Of The Use Of Code-Switching And Immersive Approaches For Esl Learners

Abstract

This research investigates a comparison between code-switching and immersive approaches in enhancing the spoken language skills of ESL undergraduate learners. The study focuses on undergraduate Business English courses. They employed a qualitative phenomenological research methodology. The study comprises 10 undergraduate students, chosen purposively to represent varying language backgrounds and proficiency levels. Data collection involved classroom observations and reflective diaries. The observations contrasted students' experiences in an immersive versus code-switching environment, evaluating aspects like fluency, syntax, vocabulary, confidence, and participation. Thematic analysis was carried out for the study. The results revealed that the immersive approach led to greater fluency, improved grammatical understanding, substantial vocabulary growth, and increased self-confidence among students. In contrast, code-switching exhibited limitations in inhibiting fluency and independent speaking abilities. It is recommended to limit code-switching, implement an immersive approach in promoting active participation, foster supportive conditions, and integrate technology for effective language education.