Code-Switching Among English Majors During Group Discussions

Abstract

This study investigates how code-switching affects teamwork and academic communication among fourth-year university students during discussion tasks. Three group members with different proficiency levels demonstrated frequent shifts between English, Kazakh, and Russian. Although code-switching allowed quick clarification, observations revealed that it also led to uneven engagement, breakdowns in idea development, and reduced use of English. Using a small-scale research design, data were collected through a structured observation checklist, and brief semi-structured interviews. Findings show that lower-proficiency members relied on L1 for task comprehension, while higher-proficiency members code-switched mainly out of habit. An intervention based on explicit communication rules and vocabulary support was implemented. After the intervention, students used English more consistently and contributed more equally, indicating improved comprehension and task focus. The study suggests that university courses should incorporate strategy training and scaffolded academic English support to reduce unnecessary code-switching and improve collaborative learning outcomes.