Code-Switching, Social Interactions, and Supportive Environment: Addressing the Challenges in Speaking English

Abstract

Limited vocabulary, anxiety, and lack of practice are common challenges faced by non-native speakers when speaking English in the classroom. Despite these obstacles, students often find ways to overcome them, enhancing their learning experiences. This study aimed to investigate the strategies employed by college-level English language majors in addressing the challenges in speaking English in the classroom and to explore how effective students perceived these strategies. Using descriptive-qualitative research design and interpretative phenomenological analysis, data were collected through semi-structured interviews with purposively selected participants. The thematic analysis revealed that students commonly utilized code-switching, social interactions, and supportive environment to address challenges related to vocabulary, limited language practice, and classroom dynamics. These strategies were perceived as effective in improving their English-speaking abilities. The study recommends teaching students to use code-switching as a communicative tool, incorporating more group work and peer collaboration in speaking activities, and providing professional development for teachers on employing effective encouragement techniques.