<![CDATA[The purposes of this research were to find out the forms and factors that cause code-crossing in EFL classroom interaction. This research was conducted using a descriptive qualitative approach. The researchers selected thirty participants from the English Education Department at Universitas Muhammadiyah Sorong (Muhammadiyah University of Sorong). The researchers took participants from the fourth semester. The researchers observed the activity in the class during the teaching process. The data of this study were collected by using classroom observation and interview. The researchers used five stages in analyzing the data, which are data cleaning, data coding, descriptive analysis, comparative analysis, and interpretation of results. The research revealed that the way lecturers and students engage in code-crossing, using both high and low codes, is shaped by social status, social distance, and mutual familiarity. Findings indicated that classroom interactions involved two main types of codes: high and low codes. Students predominantly employed high code, whereas lecturers were more inclined to use low code. Key determinants for code selection included the lecturer’s social status and age differences. Additionally, factors such as social distance, familiarity, and cultural background also played role in influencing the use of high code by both lecturers and students during classroom exchanges. These findings suggest that language within educational contexts serves purposes beyond mere communication. It reflects cultural norms, social expectations, and interpersonal relationships. Understanding how lecturers and students engage in code-crossing offers valuable insights into enhancing classroom interaction, inclusivity, and mutual respect. The key contribution of this research lies in its empirical evidence showing that code-crossing, often perceived as informal or peripheral, actually plays a crucial role in shaping effective classroom communication and fostering social cohesion.]]>
