The Effect of Code-Switching Frequency and Motivation Levels on Speaking Proficiency among Bilingual ESL Learners in Pakistani Universities
Keywords:
code-switching, motivation, English speaking proficiency, bilingual ESL learners, Pakistani universitiesAbstract
Background: In multilingual learning environments, bilingual students frequently engage in code-switching; however, limited research has examined how the frequency of this practice interacts with learner motivation to influence English-speaking proficiency in Pakistani university contexts.
Aims: This study investigates the relationships among code-switching frequency, learner motivation, and English speaking proficiency among bilingual ESL learners in Pakistani universities.
Methods: A mixed-methods design was employed, integrating quantitative survey data with qualitative responses to provide a comprehensive understanding of learners’ language practices and perceptions. The participants were 96 undergraduate students (70 males, 25 females, and 1 unspecified). Data were collected through a 20-item questionnaire consisting of Likert-scale, categorical, and open-ended questions. Quantitative data were analysed using descriptive statistics, correlation analysis, and multiple regression analysis in SPSS (Version 27), while qualitative responses were examined to identify common themes related to speaking challenges.
Results: The results indicate that frequent code-switching, particularly in academic contexts, is associated with lower self-reported English-speaking proficiency. Regression analysis showed that code-switching in academic settings negatively predicted speaking proficiency (β = −0.22, p < .05), whereas learner motivation had a strong positive effect (β = 0.38, p < .001). Correlation analyses further revealed positive relationships between speaking proficiency and motivation (r = .41, p < .001), regular practice outside the classroom (r = .39, p < .001), and daily speaking opportunities (r = .35, p < .01). The regression model explained 29% of the variance in speaking proficiency, suggesting the influence of additional contextual factors.
Conclusion: The findings demonstrate how linguistic behavior and motivational factors jointly shape speaking development in bilingual higher education contexts.
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