Code-switching vs. translation: A systematic review of cognitive processes in EFL classrooms
Keywords:
Code-switching, Cognitive processes, EFL pedagogy, Second language acquisition, Teacher cognition, TranslationAbstract
This literature review examines the cognitive processes involved in code-switching and translation in English as a Foreign Language (EFL) classroom through the analysis of 23 quantitative studies published between 2010 and 2024. Using desk research methodology with systematic content analysis, this study investigates how these two pedagogical strategies differ in their cognitive demands, implementation patterns, and learning outcomes. From the analysis, three themes were identified: (1) cognitive load and the mechanisms of learner processing, (2) factors influencing teacher decision-making, and (3) student learning outcomes alongside their affective reactions. It was found that code-switching functions as a cognitive process that is automatic and responsive to context, supporting real-time meaning construction, while translation engages more focused, analytical cognitive processes centered on linguistic accuracy as well as metalinguistic scrutiny. The study focuses on teacher cognition, student proficiency level, and task complexity as the primary ones determining strategy choice. The findings indicate that both strategies are used in an EFL context for complementary rather than opposing purposes, with code-switching promoting communicative fluency and translation promoting communicative precision. The article ends with proposals for advanced organized training for teachers and balanced instruction that incorporates both strategies, tailored to defined objectives and contextual frameworks.
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