Code-Switching as a Cognitive Strategy in Vocabulary Acquisition: A Classroom Action Research on Senior High School EFL Learners
Open accessAbstract
Vocabulary acquisition remains a persistent challenge for many EFL learners, particularly in contexts where exposure to English outside the classroom is limited. In Indonesian classrooms, learners often rely on their first language as a bridge when encountering lexical difficulties, yet teachers frequently discourage this practice of code-switching. This study employs Classroom Action Research (CAR) to investigate how code-switching can be used as a cognitive strategy to enhance vocabulary learning among Indonesian-English bilingual senior high school students. Conducted in three cycles using the plan–act–observe–reflect model, the research introduces code-switching strategies into vocabulary lessons, such as bilingual flashcards, guided translation, and lexical comparison tasks. Data will be collected through vocabulary tests, classroom observations, student reflection journals, teacher diaries, and semi-structured interviews. The findings will be analyzed thematically to identify patterns of code-switching use and its effects on vocabulary retention, task performance, and learner engagement. It is expected that the integration of code-switching will lead to measurable improvements in vocabulary acquisition and foster positive learner attitudes toward bilingual strategies. The study not only addresses a practical classroom challenge but also contributes to a broader pedagogical shift by reframing code-switching from a sign of weakness into a purposeful and effective learning tool. In doing so, it seeks to provide teachers with actionable strategies for improving vocabulary instruction in bilingual EFL contexts.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
0 of 16 cited sources checked · 0 supported · 0 flagged
- Findingown data
Student reflection logs and interviews showed overwhelmingly positive attitudes.
“Student reflection logs and interviews indicated overwhelmingly positive attitudes.”
Quote in the paperNot a substantial claim - Findingown data
In Cycle 2, after strategies were refined to include more contextual L1 explanations and to encourage student-initiated code-switching, test score improvement reached 26%.
“Cycle 2: After strategies were refined to include more contextual L1 explanations and encourage student-initiated code-switching, the improvement rose to 26%.”
Quote in the paperSubstantial claim - Findingown data
Most students said code-switching reduced stress and anxiety when learning difficult vocabulary.
“Most students reported that code-switching reduced the stress and anxiety associated with learning difficult vocabulary.”
Quote in the paperSubstantial claim - Findingown data
Students showed deeper understanding by using new words more flexibly in context.
“Students demonstrated deeper understanding by using the new words more flexibly in context.”
Quote in the paperSubstantial claim - Findingown data
The refined Cycle 2 strategies moved those students toward greater responsibility and autonomy.
“they noted that the refined strategies in Cycle 2 pushed them toward greater responsibility and autonomy.”
Quote in the paperNot a substantial claim
- Findingown data
Students found L1 explanations useful for linking new English words to familiar concepts.
“They found L1 explanations helpful for connecting new English words to familiar concepts.”
Quote in the paperSubstantial claim - Findingown data
In Cycle 1, direct L1 translations and bilingual glossaries led to an 18% gain in vocabulary test scores.
“Cycle 1: The use of direct L1 translations and bilingual glossaries resulted in an 18% improvement in test scores.”
Quote in the paperSubstantial claim - Findingown data
In Cycle 1, some students became dependent on literal translation.
“However, observations noted that some students became dependent on literal translation.”
Quote in the paperSubstantial claim - Findingown data
In Cycle 2, student-initiated code-switching appeared as learners used Bahasa Indonesia with peers to clarify meaning and check comprehension.
“In Cycle 2, student-initiated code-switching emerged as learners used Bahasa Indonesia among peers to clarify meaning and check comprehension.”
Quote in the paperSubstantial claim - Interpretationown data
Carefully designed code-switching strategies improve vocabulary comprehension and retention.
“Carefully designed code-switching strategies improve vocabulary comprehension and retention.”
Quote in the paperSubstantial claim- Rests on an assumption: Code-switching can bridge known L1 concepts and unknown L2 equivalents, reducing cognitive load and enhancing comprehension.
- Interpretationown data
The integration of bilingual strategies improved vocabulary test scores.
“The integration of bilingual strategies not only improved vocabulary test scores but also enhanced classroom engagement, lowered anxiety, and fostered learner confidence.”
Quote in the paperSubstantial claim - Premisecitation
A learner's first language can act as a strong cognitive tool.
“However, this perspective is being challenged by a growing body of research suggesting that the judicious integration of L1 can be a valuable cognitive tool (Macaro, 2005).”
- Also stated in: § LITERATURE REVIEW · boosted
“More recent scholarship posits that a learner's L1 can serve as a powerful cognitive tool (Macaro, 2005).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Macaro, 2005 source
- Also stated in: § LITERATURE REVIEW · boosted
- Interpretationown data
When planned and refined, code-switching empowers learners.
“However, when planned and refined, it empowers learners.”
Quote in the paperSubstantial claim - Premisecitation
Making meaningful associations between L1 and L2 strengthens vocabulary retention.
“This supports the principle that creating meaningful associations between L1 and L2 strengthens vocabulary retention (Nation, 2013).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Nation, 2013 source
- Interpretationown data
The study showed a shift toward greater learner autonomy.
“Crucially, the study demonstrated a shift toward greater learner autonomy.”
Quote in the paperSubstantial claim - Interpretationown data
Unstructured or excessive code-switching risks creating dependency, as observed in Cycle 1.
“Unstructured or excessive codeswitching risks creating dependency, as seen in Cycle 1.”
Quote in the paperSubstantial claim - Interpretationown data
The integration of bilingual strategies fostered learner confidence.
“The integration of bilingual strategies not only improved vocabulary test scores but also enhanced classroom engagement, lowered anxiety, and fostered learner confidence.”
Quote in the paperSubstantial claim - Interpretationown data
Planned and strategic code-switching is a highly effective approach for supporting vocabulary acquisition among Indonesian senior high school EFL learners.
“This classroom action research demonstrates that planned and strategic code-switching is a highly effective approach for supporting vocabulary acquisition among Indonesian senior high school EFL learners.”
Quote in the paperSubstantial claim- Rests on an assumption: Code-switching can bridge known L1 concepts and unknown L2 equivalents, reducing cognitive load and enhancing comprehension.
- Interpretationown data
The integration of bilingual strategies enhanced classroom engagement.
“The integration of bilingual strategies not only improved vocabulary test scores but also enhanced classroom engagement, lowered anxiety, and fostered learner confidence.”
Quote in the paperSubstantial claim - Interpretationown data
The integration of bilingual strategies lowered anxiety.
“The integration of bilingual strategies not only improved vocabulary test scores but also enhanced classroom engagement, lowered anxiety, and fostered learner confidence.”
Quote in the paperSubstantial claim - Interpretationown data
Planned, strategic code-switching is a powerful pedagogical tool that substantially aids vocabulary acquisition.
“The findings confirm that planned, strategic code-switching is a powerful pedagogical tool that significantly contributes to vocabulary acquisition.”
Quote in the paperSubstantial claim- Rests on an assumption: Code-switching can bridge known L1 concepts and unknown L2 equivalents, reducing cognitive load and enhancing comprehension.
- Interpretationown data
In Cycle 2, students changed from passive recipients to active agents who used L1 strategically for their own and peers' learning.
“In Cycle 2, students moved from being passive recipients to active agents who used L1 strategically to support their own learning and that of their peers.”
Quote in the paperSubstantial claim
- Classified as probably not a substantial claim. 9
- May combine two claims. 13
Probably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataA few students in Cycle 1 worried about relying too much on L1.
“While a few students worried about”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataThe move to student-initiated code-switching increased engagement, participation, and collaborative work.
“This led to increased engagement, participation, and more dynamic collaborative work.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataIn Cycle 1, code-switching was mainly teacher-led and students were passive recipients of information.
“In Cycle 1, code-switching was primarily teacher-led, and students were passive recipients of information.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenQuantitative and qualitative findings were triangulated to increase the credibility and validity of the results.
“Findings from both quantitative and qualitative data sources were triangulated to enhance the credibility and validity of the results.”
Quote in the paperNot a substantial claimMay combine two claims.
PremisecitationTraditional EFL teaching has favored a monolingual approach that bans L1 use because L1 is thought to interfere with target language development.
“The traditional EFL teaching paradigm has long advocated for a monolingual approach, minimizing or prohibiting the use of the learners' first language (L1) based on the belief that it interferes with target language development (Cook, 2001).”
- Also stated in: § LITERATURE REVIEW · plain
“Traditional EFL instruction has often promoted a strict monolingual approach, forbidding L1 use to prevent”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Cook, 2001 source
- Also stated in: § LITERATURE REVIEW · plain
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationEarlier research has looked at code-switching for classroom management.
“While previous research has examined code-switching for classroom management (Sert, 2005)”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Sert, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
InterpretationcitationThe study challenges the traditional monolingual approach and supports the view that L1 is a resource rather than an obstacle.
“This study challenges the traditional monolingual approach and validates the view that a learner's L1 is a resource, not an impediment (Cook, 2001).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Cook, 2001 source
Classified as probably not a substantial claim.
PremisecitationCode-switching was historically regarded with suspicion as evidence of linguistic deficiency rather than as a strategic resource.
“Code-switching-the alternate use of two or more languages in a single discourse-has historically been viewed with skepticism, often seen as a sign of linguistic deficiency rather than a strategic resource (Gumperz, 1982).”
- Also stated in: § LITERATURE REVIEW · plain
“Code-switching, once stigmatized as a linguistic crutch (Gumperz, 1982), is now increasingly recognized as a sophisticated communicative strategy.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Gumperz, 1982 source
- Also stated in: § LITERATURE REVIEW · plain
May combine two claims.
InterpretationreasoningThe effectiveness of code-switching depends on purposeful and balanced use, which fosters autonomy rather than dependence.
“The effectiveness of code-switching is contingent on its purposeful and balanced use, which fosters learner autonomy rather than dependence.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim. May combine two claims.
PremisecitationIn educational contexts, code-switching can serve as a scaffold that clarifies meaning and helps manage complex tasks.
“In educational settings, it can function as a scaffold to clarify meaning and manage complex tasks (Lin, 2008).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Lin, 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim. May combine two claims.
PremisecitationStrategic use of L1 can create a low-anxiety environment and lower the affective filter, which is important for language acquisition.
“Furthermore, the strategic tuse of L1 can create a low-anxiety environment, which is crucial for language acquisition as it lowers the”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Krashen, 1985
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationInsufficient vocabulary can cause frustration and loss of motivation in learners.
“a lack thereof can lead to learner frustration and demotivation (Thornbury, 2002).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Thornbury, 2002
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationStrategic code-switching can aid understanding, help manage classroom interaction, and support complex concepts.
“However, contemporary perspectives argue that when used strategically, code-switching can facilitate understanding, manage classroom interactions, and scaffold complex concepts (Ferguson, 2003).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Ferguson, 2003 source
May combine two claims.
PremisecitationVocabulary knowledge is the basis of language proficiency, and learners without enough words cannot understand or express meaning in the target language.
“Vocabulary is the foundation of language proficiency; without a sufficient lexicon, learners cannot comprehend or express themselves meaningfully in the target language (Schmitt, 2010).”
- Also stated in: § LITERATURE REVIEW · boosted
“Vocabulary is widely considered the foundation of language proficiency (Schmitt, 2010)”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Schmitt, 2010
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Also stated in: § LITERATURE REVIEW · boosted
May combine two claims.
Interpretationown dataLearners see code-switching as a helpful bridge that reduces anxiety and promotes motivation.
“Learners perceive code-switching as a helpful bridge that reduces anxiety and promotes motivation.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable).
PremisecitationClassroom Action Research is well suited to studying and improving educational practice in a natural classroom.
“This study employed a Classroom Action Research (CAR) methodology, which is ideal for investigating and improving educational practices within a natural classroom setting (Kemmis & McTaggart, 2005).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Kemmis & McTaggart, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationCode-switching can support interactional competence, and students can learn to regulate their L1 use as a learning tool.
“This reflects the idea that code-switching can support interactional competence (Lin, 2008) and that students can learn to regulate their L1 use as a learning tool (Macaro, 2005).”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Lin, 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Macaro, 2005 source
Probably not a substantial claim: may not pass S2 (checkable).
PremisecitationThe bilingual competence of learners should be viewed as a resource rather than a deficiency.
“As Cook (2001) argues, the bilingual competence of learners should be treated as a resource, not a deficiency.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Cook, 2001 source
May combine two claims.
Interpretationown dataCode-switching acted as an effective scaffold that reduced cognitive load and helped learners process and retain new vocabulary more effectively.
“Code-switching served as an effective scaffold, reducing learners' cognitive load and allowing them to process and retain new vocabulary more effectively.”
Quote in the paperSubstantial claim- Rests on an assumption: Code-switching can bridge known L1 concepts and unknown L2 equivalents, reducing cognitive load and enhancing comprehension.
May combine two claims.
InterpretationcitationUsing L1 lowered anxiety and raised motivation, creating a relaxed environment that supports risk-taking.
“The affective benefits were also clear; using L1 lowered anxiety and increased motivation, creating a more relaxed learning environment conducive to risk-taking, which aligns with Krashen's (1985) affective filter hypothesis.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Krashen, 1985
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
The paper relies on this without support.
Code-switching can bridge known L1 concepts and unknown L2 equivalents, reducing cognitive load and enhancing comprehension.
“For vocabulary acquisition, it can bridge the gap between known L1 concepts and unknown L2 equivalents, reducing cognitive load and enhancing comprehension.”
The paper relies on this without support.
Vocabulary acquisition remains a persistent challenge for many EFL learners, especially where English exposure outside class is limited.
“Vocabulary acquisition remains a persistent challenge for many EFL learners, particularly in contexts where exposure to English outside the classroom is limited.”
The paper relies on this without support.
In Indonesian classrooms, learners often use L1 as a bridge when facing lexical difficulties, while teachers often discourage code-switching.
“In Indonesian classrooms, learners often rely on their first language as a bridge when encountering lexical difficulties, yet teachers frequently discourage this practice of code-switching.”
The paper relies on this without support.
Many Indonesian senior high school EFL learners have limited vocabulary, which hinders their overall communicative competence.
“Consequently, many Indonesian senior high school EFL learners possess limited vocabulary, which impedes their overall communicative competence.”
The paper relies on this without support.
Indonesian senior high school students are inherently bilingual, using both Bahasa Indonesia and English.
“Indonesian senior high school students are inherently bilingual, navigating both Bahasa Indonesia and English.”
The paper relies on this without support.
Prior studies have mostly observed spontaneous code-switching rather than its deliberate use as a planned cognitive strategy for vocabulary instruction.
“prior studies have often observed spontaneous code-switching rather than its purposeful implementation as a planned cognitive strategy for vocabulary instruction.”
The paper relies on this without support.
The systematic use of code-switching as a planned pedagogical tool for vocabulary acquisition is underexplored, particularly in the Indonesian senior high school context.
“its systematic use as a planned pedagogical tool for vocabulary acquisition remains underexplored, particularly in the Indonesian senior high school context.”
The paper relies on this without support.
The monolingual view overlooks bilingual learners' cognitive assets.
“However, this view neglects the cognitive assets of bilingual learners.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
The number of research cycles differs
MajorThe abstract says the research was conducted in three cycles, while the research method says it was conducted in two.
“Conducted in three cycles using the plan-act-observe-reflect model”
“The research was conducted in two iterative cycles, each following the plan-act-observe-reflect model.”
The study reports different numbers of research cycles
MajorThe abstract says the study was conducted in three cycles, while the methods and results describe two. This changes the reported scope of the intervention.
“Conducted in three cycles using the plan-act-observe-reflect model, the research introduces code-switching strategies into vocabulary lessons, such as bilingual flashcards, guided translation, and lexical comparison tasks.”
“The research was conducted in two iterative cycles, each following the plan-act-observe-reflect model.”
Cites
The publisher hasn’t deposited this paper’s reference list.
Research works printed but not linked: 4
- [5]5. Kemmis, S., & McTaggart, R. (2005). Communicative action research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 559-603). Sage Publications.
- [9]9. Sert, O. (2005). The functions of code switching in ELT classrooms. The Internet TESL Journal, 11(8).
- [10]10. Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.
- [11]11. Thornbury, S. (2002). How to teach vocabulary. Pearson Education.
- Authors
- Murtianda, G., Yuliana, Y. G. S., & Susilawati, E.
- Affiliations
- Tanjungpura University (ID)
- Venue
- International journal of research and innovation in social science
- Publisher
- RSIS International
- Published
- 2025-11-07
- Volume
- 9
- Issue
- 25
- Pages
- 504-507
- ISSN
- 2454-6186 (ISSN-L)
- OpenAlex
- W4416009340
- Cited by
- 0
- References
- 0
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- International Journal of Research and Innovation in Social Science (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Keywords
- code-switching, vocabulary acquisition, cognitive strategies, EFL learners, Indonesian-English bilingualism, comparative lexicology, vocabulary retention, student engagement, high school students, vocabulary teaching
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read under definition version 3 (extract-v3) on 2026-09-28.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-09-28.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
