Code-Switching Preferences and Necessities in EFL Learners: A Literature Review

This study examines why EFL learners in Indonesia often switch between their English to native language when talking, primarily their reasons to do so whether itsnecessities or preferences. The research method is done through a systematic literature review from numerous previous studies of journal and thesis that are found in Google Scholar using search engine Publish or Perish 8. The results obtained are fascinatingly diverse from their own reasons to their environment, for example habits, shyness, and following today’s social trends.The findings emphasize the complexity of EFL learners' code-switching. This article aims to provide valuable insights into the linguistic phenomenon of Code-Switching. This information is intended to be useful for both language educators and learners alike, and has suggestions such as Vocabulary Enchancement Strategies, Awareness and Education etc.


INTRODUCTION
The process of second language acquisition has long been a topic of interest and investigation in the field of linguistics and education.Language serves as the medium through which individuals communicate their ideas within a society.One intriguing linguistic phenomenon in this field is code-switching (Wardhaugh, 1988).Among the various reasonss that influence the effectiveness of language learning, the role of incorporating the native language (L1) in English as a Foreign Language (EFL) has garnered significant interest from researchers.This study aims to delve into the phenomenon of mixing native language with EFL during everyday conversations and examine the reasoning of EFL learners behind this practice, whether it occurs subconsciously or deliberately.First, we explore what code-switching entails through expert perspectives.According to (Gardner-Chloros, 2009), the unique manner in which bilingual individuals mesh their languages within a particular community act as a way to showcase their group identity, similar to how a distinct accent does.
Building on this understanding, the concept of mixing languages refers to the use of two languages as a recurring pattern rather than in isolated instances (Auer & Eastman, 2010).The diverse contexts in which these interactions occur-such as informal conversations among peers, classroom settings, and digital communication-add complexity to this phenomenon.(Auer & Eastman, 2010) also argue that various reasonss influence EFL learners' performance and their acquisition of English.They note that the occurrence, form, and assessment of code-switching within a bilingual speaker Code-Switching in EFL Bilingualism, beyondthe cognitive, sociolinguistic, and pedagogical dimensions, the study of code-switching in EFL bilingualism has also delved into the contextual reasons influencing language alternation.Societal and cultural reasons play a crucial role in shaping the patterns and motivations behind codeswitching in EFL settings.Societal attitudes toward bilingualism, the status of English in a particular community, and the influence of media and popular culture all contribute to the complex tapestry of language use among EFL learners (Wei, 2020).For instance, in some regions, English may be perceived as a symbol of prestige and modernity, leading to specific sociolinguistic behaviors among bilingual speakers (Bourdieu, 1991).These societal attitudes influence not only the frequency of code-switching but also the linguistic features employed during language alternation.Moreover, the exploration of code-switching in EFL bilingualism extends to the analysis of linguistic features and patterns exhibited by learners.Linguistic studies have scrutinized the syntactic, morphological, and lexical aspects of code-switching, aiming to identify recurring patterns and uncover systematic language alternation strategies (Poplack, 1980).The examination of linguistic markers during code-switching provides valuable insights into the underlying structures governing bilingual speech, offering a deeper understanding of how EFL learners negotiate between languages (Muysken, 2000).Additionally, the analysis of code-switching patterns contributes to the development of pedagogical approaches that consider the syntactic and morphological interplay between languages, aiding educators in designing targeted interventions to enhance language proficiency.The dynamics of code-switching in EFL bilingualism are also intricately linked to individual learner characteristics, including language proficiency, language attitudes, and language learning strategies.High proficiency in both the native language and English may result in more sophisticated code-switching patterns, reflecting a deeper linguistic repertoire (Cenoz, 2003).Conversely, learners with varying levels of proficiency may exhibit code-switching as a compensatory strategy to overcome linguistic limitations (Appel & Muysken, 2005).Additionally, the attitudes of EFL learners toward their native language and English significantly influence their codeswitching behavior, with positive attitudes toward both languages fostering a more fluid and context-appropriate language alternation (Blachford, 2009).Understanding the interplay between individual learner characteristics and code-switching patterns adds a nuanced layer to the broader picture of EFL bilingualism.
Educational Context, in the context of educational settings, the role of teachers in shaping code-switching behaviors among EFL learners cannot be overlooked.Teachers, as linguistic models, and facilitators of language acquisition, play a crucial role in influencing the linguistic practices of their students (MacSwan, 2000).The classroom environment, instructional strategies, and the teacher's language policies all contribute to the prevalence and nature of code-switching within EFL classrooms.Some educators advocate for a flexible approach, recognizing code-switching as a natural and potentially beneficial aspect of language learning (Otheguy et al., 2015).Others, however, argue for a more restrictive stance, emphasizing the importance of immersion and exclusive use of the target language to promote linguistic proficiency (Genesee, 2001).Striking a balance between creating an inclusive and supportive learning environment and fostering language development in the target language remains a challenge for EFL educators.
Technology Role of EFL Code-Switching, as the exploration of code-switching in EFL bilingualism progresses, researchers have also turned their attention to the role of technology in shaping language alternation patterns.The digital era has transformed communication and language use, with online platforms, social media, and virtual learning environments becoming integral components of the language learning experience (Thorne, 2003).The digital landscape introduces new dimensions to the study of code-switching, posing questions about the impact of virtual communication on language alternation and the role of technology in shaping the linguistic practices of EFL learners.
To avoid misperception on what leads the EFL learners in performing Code-Switching deliberately because of their own will or impose on them, let's clarify the distinctions between preferences and necessities.In the context of English as a Foreign Language (EFL), preferences and necessities can be understood in terms of language learning and usage.
Preferences in EFL refer to the individual choices and inclinations that learners have regarding how they engage with the language.This can include the types of materials they enjoy using.(Dörnyei, 2014).For instance, a learner might prefer interactive language learning apps, find language exchange conversations more enjoyable, in this case trying to code-switch in dialogs.
In the case of code-switching the learners are compelled to use some kind of strategies of switching from English into their native language to acquire an understanding, lack proficiency, or to maintain clarity.
The researcher focuses on these papers to understand how EFL learners commonly think about code-switching, clarifying whether it's something they feel pressured to do or something they choose to do themselves and what are their reason to do so.The research question is,what are the common reasons influencingEFL learners' preferencesand necessity to code-switch?

METHOD
This study relies on a systematic literature review of papers gathered from databases such as Google Scholar.The search was done in January 2024 and focused on relevant journal articles and thesis.The selection process included reading existing papers and choosing them based on specific criteria for inclusion and exclusion, as well as assessment criteria, to determine the reasons to answer the research question.The units of analysis are twelve papers of journal article and three theses.The procedure involved collecting all publications from identified sources obtained through search engines.
To align with the research objectives, the implementation and document review are incorporated.A literature review procedure, the systematic review procedure, has been developed following the framework proposed by Kitchenham (2004), which comprises various stages illustrated in Figure 1 according to their conceptualization.These stages encompass the planning phase and subsequent steps.
Picture 1. Systematic Literature Review Publish or Perish version 8 is used to facilitate the search process, employing multiple keyword searches.The Publish or Perish program provides up to between 400-410 papers in Google Scholar.Titles and keywords are utilized to extract relevant articles from journals.

Identifying the Need of Systematic Literature Review
In the past years there has been a lot of discussion of this phenomenon of Code-Switching which are the frequent topics about the benefits and drawbacks from using code-switching, but the preference and their necessities aren't highlighted as much so this paper will cover the topics as mentioned.The search for a scientific paper on the code-switching phenomenon to be used in systematic literature review is using tools like Publish or Perish 8,

Developing a Review Protocol
In a systematic literature review, developing a review protocol is crucial to mitigate potential researcher bias.The protocol includes all review elements along with additional information for comprehensive planning.Through the inclusion and exclusion of scientific papers and assessment criteria.

B. Conducting the Review
In this stage, the process unfolds by sequentially identifying research question, pinpointing relevant data sources, determining search strategies, establishing inclusion and exclusion criteria, conducting quality assessments, and finally, executing data extraction and synthesis (Kitchenham, 2004).Each of these stages is carried out in a chronological and sequential manner to ensure a systematic and thorough review, as shown in picture 1 above.

Search String
Search string is used to gather sample data from journals that are relevant to the topics of the research.The process of search string is done with the criteria and the keywords on the search engines is code-switching, preferences, necessities, EFL.

Total Whole Article = 810
Tabel 2 indicates that the papers selected by the Publish or Perish 8 program have different publication years, depending on the research topic and the database used.This search engine successfully identified a total of 810 papers from scientific documents.However, it should be noted that not all identified papers will be included as research data sources, as this depends on the inclusion and exclusion criteria established in the study.The selection process based on these criteria will help ensure that only qualified and relevant papers related to the research topic are used in subsequent data analysis and synthesis.

Exclusion Criteria/Inclusion Criteria
Inclusion and exclusion criteria were chosen to determine which papers could be analyzed in the study.Only papers that meet the criteria listed below are considered as sources of data.

Exclusion Criteria
EC1. Document of scientific papers that are written in other language except English.EC2.Document that has been published for more than five years.

Study Selection
Database entries discussing the topic were foundabout the phenomenon of codeswitching preferences and necessities which discovered about 810 paper and furthermore pick on the criteria of exclusion, inclusion and quality assessment that are going to be read from the abstract and result of that paper.If a paper did not align with the research topic or failed to address the research question, it was removed from the database.The determination of paper selection based on quality assessment was carried out after obtaining the results from the inclusion and exclusion process.The author hasanalyzed originally 31 papers that have met the requirement mentioned before and decided thattwelve journal articles and three thesis are closest to what the research finding goals are.

Data Extraction and Synthesis
Data extraction from the papers is carried out by seeking information relevant to the predetermined research question and objectives through inclusion and exclusion criteria and quality assessment.
Journal Of English Teaching and Research

FINDINGS AND DISCUSSION
The research results address the questions, with that question being presented in accordance with the information obtained from the papers.

What is the common reasoning of EFL learners' preferences and necessities to perform code-switching in conversation?
Fifteenth papers were selected that could address research questions regarding the preferences and necessities of code-switching in conversation.Tabel 4 explains the reasoning encountered by EFL learners in their preferences and necessities in codeswitching during conversation based on these papers.

RESULTS
The findings from the fifteen selected papers reveal on the common reasoning behind English as a Foreign Language EFL learners' preferences and references for codeswitching in conversation.The research question explored the preferences and necessities of code-switching, and the papers collectively provide a comprehensive overview of various reasons influencing this linguistic phenomenon.This result will be divided two reasons, which are preferences and necessities.
Reason thatinfluences EFL learners' Code-Switching preferences: Non-formal/outside of classroom, in paper 5, even though in campus where they suggested to only speak English, but it's disregarded by the students and in informal conversations with friends: utilized in informal situations, such as talking with friends.Gossiping or discussing secret matters: employed for informal discussions or secret conversations.In paper 1 when the teacher isn't around, they would code-switch.
Habit, Past Experiences, and Identity, papers 7, 9, and 10 suggest that habits, past experiences, and the desire to express identity influence code-switching.Learners develop preferences based on their experiences, perceiving code-switching as a habit or a tool for expressing identity.
Comfort and Adaptation, papers 10, 11, and 15 underscore the role of comfort and adaptation in code-switching.Paper 3 highlights that students recognize the importance of code-switching in English for Specific Purposes (ESP) classrooms, provide student retention.
Code-switching is perceived as a viable strategy for improving English language proficiency and creating a comfortable learning environment.Learners may switch languages to feel more comfortable, adapt to different situations, and express themselves more effectively.
Reason influencing the EFL learners' Code-Switching necessities: Limited fluency, vocabulary challenges and nervousness, etc. Paper 4 emphasizes that students frequently employ code-switching in speaking classes due to limited fluency in English.Paper 5 Limited vocabulary is identified as a common reason across students, impacting students' language choices.Paper 8 also has stated reasons such as nervousness, and forgetfulness.Papers 5, 9, and 14 reveal that interlocutors, punishment, time reaction, errors, delayed speech, and group dynamics influence language alternation.Paper 2 suggests reasons such as communication efficiency and foreign language practice.In paper 1 also said that because students don't know the term in English.Students use code-switching to enhance communication and practice their language skills.Educational context and to better understand content, papers 12, 13, and 14 explore students' perceptions of code-switching in educational contexts.Positive perceptions include improved communication skills, reduced nervousness, and better understanding of content.
Floor holding and maintaining clarity, paper 6 Students 'code-switching functions include equivalence (matching expressions), floor-holding (maintaining participation), reiteration (repeating for clarity), and conflict-control (avoiding misunderstandings).In Journal Of English Teaching and Research paper 5 also used improving clarity in communication: employed to enhance clarity with those who have limited vocabulary.

DISCUSSION
By synthesizing findings from fifteen papers, the study unveils complex insights into the motivations behind this linguistic phenomenon.The research provides a thorough examination of EFL learners' preferences and necessity towards code-switching, encompassing various reasons such as communication efficiency, vocabulary challenges, social dynamics, and educational impact.This comprehensive analysis offers a general understanding of the complexities surrounding code-switching behavior.Multiple papers that have been reviewed prove that most EFL students agree that code-switching helps them, while lower percentage suggests that chose to learn only in the target language.
From their necessity and preferences of code-switching there is ongoing debate about proficiency and language acquisition.(Alshalan, 2020) argue that code-switching may hinder the development of fluency in both languages.People might consider codeswitching a risk to a language's purity, but others regard it as a useful means of communication and a way to express one's idea (Mirzoyeva et al., 2005).For example, teachers need to understand how to use code-switching patterns to aid their students' learning.By recognizing potential challenges and creating strategies to manage codeswitching, we can utilize its advantages while promoting effective communication, linguistic proficiency, and cultural understanding in multilingual settings (Albahoth et al., 2024).
Overall, through the synthesis of multiple studies, the research integrates multiple perspectives on code-switching.This integration enables a nuanced exploration of how various reasons intersect and shape code-switching behavior in different contexts.The research represents a significant contribution to the field by offering fresh insights into the preferences and necessities of code-switching among EFL learners.Its comprehensive analysis, integration of diverse perspectives, and identification of common themes and trends deepen our understanding of this linguistic phenomenon and its implications for language learning and communication.

CONCLUSION
In conclusion, the findings highlight the complexity of EFL learners' code-switching in their necessities and preferences from various reasons from external or internal reasons whether it would be subconsciously or deliberate.Understanding these reasons can inform pedagogical strategies and contribute to creating effective language learning environments.Suggestion from the findings: Vocabulary Enhancement Strategies, given the recurrent theme of limited vocabulary, educators can focus on implementing strategies to enhance learners' vocabulary in the target language.
Cultural Sensitivity and Inclusivity, recognizing the impact of social and contextual reasons, educators should foster a culturally sensitive and inclusive learning environment.
Awareness and Education, students and educators should be made aware of the potential benefits and challenges associated with code-switching to promote informed language choices.Pedagogical Approaches, educators may explore pedagogical approaches that leverage learners' natural inclinations towards code-switching to enhance language learning experiences.
EC3. Document that has no relation to the topics of Code-Switching preferences and necessities in EFL learners EC4.Documents that can't be downloaded for credibility measurement and research validity.Inclusion Criteria IC1.Document that can report the preferences of EFL learners in code-switching and necessities.IC2.Document which are scientific research in journals article and thesis IC3.Document that can answer the research question.IC4.Document that publishes the year between 2019 through 2024 4. Quality Assessment Quality assessment was conducted following the method outlined by Salleh et al. (2011), as indicated, using a checklist.