<![CDATA[The purpose of this study was to describe how students at Universitas Negeri Makassar and UIN Alauddin Makassar perceived the use of code-switching and code-mixing in speaking classes. In multilingual educational environments, code-switching and code-mixing are frequent occurrences, especially in EFL classrooms when students alternate between their native tongue and the target language. Since students' attitudes have a direct impact on language learning engagement and classroom communication dynamics, it is crucial to understand how they see these activities. Semi-structured interviews with students from both universities and classroom observations documented in field notes were used to gather data using a descriptive qualitative design. Data reduction, data presentation, and conclusion drafting were the phases of the data analysis process. The findings show that students' opinions of the usage of code-switching and code-mixing in speaking classes were generally favourable. They saw both techniques as helpful methods for enhancing learning material understanding, boosting confidence when presenting ideas, and maintaining a fluid classroom communication flow. Additionally, students admitted that using code-switching and code-mixing to deal with difficult English issues helped them feel less anxious. In order to prevent an excessive dependence on the first language, which could impede the development of overall English ability, students acknowledged that these activities should be kept within normal bounds. These results imply that, when employed intentionally, code-switching and code-mixing can be helpful tools for communication rather than obstacles to language acquisition in speaking classes at the university level.]]>
Copyrights © 2026
