OPTIMIZING EFL LEARNING PROCESSES THROUGH INTEGRATED CODE-MIXING AND CODE-SWITCHING STRATEGIES
Abstract
The alternation between an acquired foreign language into the specific speaker’s native language has become an inevitable communication phenomenon taking place in modern EFL teaching-learning enterprises. As a result of this conversational assimilation, professional second language teachers are advocated to design their learning milieu flexibly by adequately allowing language learners to utilize their first language to evoke meaningful communication events with other classroom community members. For this reason, code-mixing and code-switching strategies come to the forefront of the educational realm by which EFL teachers and learners can potentially experience more efficient teaching-learning activities. This present-small scale library study was a slight attempt made by the researcher to specifically investigate the potential rewarding impacts brought about by code-mixing and code-switching strategies toward Indonesian EFL learning processes. To this end, 30 previously-conducted code-mixing and code-switching investigations conducted in this archipelago were exhaustively reviewed to generate trustworthy and relevant research results. The researcher selected these 30 prior studies ranging from 2017 until the 2023 year to yield more up-to-date findings for our EFL learning settings. Based on an in-depth library analysis the integration of code-mixing and code-switching strategies has progressively promoted a significant degree of benefits for the entire Indonesian EFL teaching-learning processes in which language learners could foster their desired target language learning proficiency to the fullest level and experience more enjoyable learning climates with teachers along with learning companions.
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