Abstract:
Codeswitching is the act of using two or more languages within a conversation. It is observed particularly among bi/multilingual speakers. In Lebanon, students are exposed to multiple languages, thus codeswitching occurs seamlessly even within English only classrooms such as the intensive English class. This study aimed to explore student codeswitching tendencies within intensive English classes at an English-medium university in Lebanon. It also investigated the contexts in which students felt compelled to express themselves in a language other than English, as well as the reason behind their codeswitching behaviors. Data was collected through an exploratory approach using qualitative and quantitative instruments including questionnaires, interviews, and observations. Findings revealed that learners felt compelled to code-switch more frequently in reading and writing sessions. They believed this is due to the fact that writing and reading sessions introduced a plethora of new vocabulary words in which they felt the need to codeswitch to enhance their comprehension. Interestingly, bilingual students perceived code-switching as a negative habit, as they felt it might hinder their language acquisition process, whereas multilingual students found it beneficial, as they felt it helped them make connections with words they already knew. Further research should be conducted in other higher education institutions in Lebanon.
