Generalizability Appraisal of a Code-switching Scale in the Iranian ELT and Psychology Context: Examining the Role of Gender, Age, Proficiency and Educational Levels

Zahra Mohammadi Salari, Fazlolah Samimi, Shahram Afraz, Department of English, Qeshm Branch, Islamic Azad University, Qeshm, Iran, Department of English, Bandar-Abbas Branch, Islamic Azad University, Bandar-Abbas, Iran, Department of English, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2021 Iranian Evolutionary Educational Psychology Journal  
This quantitative study was an endeavor to generalize the findings of a qualitatively-oriented inquiry of code switching (CS). Therefore, in accordance with the themes and categories of the previous model, that is, 8 themes and 26 categories, a code switching survey consisting of 8 hypothetical factors and 43items was designed. Piloting the survey among 215 English as a Foreign Language (EFL) learners, it gained acceptable requirements for reliability and validity indices, except for the
more » ... of 4 items that were discarded in the final version of the survey. Subsequently, the 39 item Likert-scale survey was distributed among 418 undergraduate and postgraduate ELT students chosen based on convenient sampling. To verify the factor structure of the instrument, structural equation modeling (SEM) was used which verified good fit indices. In addition, the findings showed that a tool for augmenting understanding was the most and teacher code switching as a barrier to learning and communication was the least influential factor of CS. Besides, Besides, the results indicated that all the demographic variables (age, gender, language proficiency, and educational level) except age had significant roles in the overall selection of code switching factors. Also, findings of this study could make it easier for the specialists in the field of educational psychology to fill the gaps of educational problems such as anxiety. So, the results of this study could help the ELT classroom to be a non-threatening place. Finally, it can be implicated that the model can be used in educational settings because it can help both students and teachers to achieve their pedagogic goals.
doi:10.52547/ieepj.3.1.26 fatcat:csppayrmhnhyxerul7kuqywnem