Abstract

Undeniably, one language may be considered more valuable than other languages. Hence, most bilingual communities suffer from language imbalances. The present study attempts to identify the factors of code-switching during classroom presentations. Its functions were identified through analysing conversational contexts in which it occurs. Through descriptive method, a total of 258 students participated in the study. Findings revealed that the core factor on why students resort to code-switching during classroom presentations is due to a limited English vocabulary. Other factors were explored in the study. These results will provide information and understanding of students' learning motivation by looking into factors that contribute to code-switching during classroom presentations.

Keywords
Code-switching, Classroom Presentation, Bilingualism.

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