The Impact of Arabic-English Code-Switching on Listening and Speaking Proficiency: Challenges Faced by Bilingual Undergraduates at Omar AL-mokhtar University / Department of English Faculty of Arts (AL-Baida city)

Abstract

This study investigates the phenomenon of Arabic-English code-switching (CS) among bilingual undergraduates at Omar AL-Mokhtar University (AL-Baida city), specifically examining its impact on listening and speaking proficiency. In the context of foreign language acquisition, code-switching often emerges as a compensatory strategy but may simultaneously hinder fluency development. The research aims to identify the specific challenges students face when navigating between their native Arabic and the target English language in academic settings. Utilizing a quantitative approach, a structured questionnaire was administered to 40 undergraduate students (spanning first to fourth years), representing both genders. The data reveals that while code-switching facilitates immediate comprehension, it contributes to significant long-term challenges. In listening, 65% of participants reported difficulty with rapid English speech without Arabic scaffolding, and 55% struggled with unfamiliar accents. In speaking, anxiety regarding fluency (70%) and pronunciation accuracy (60%) were identified as primary drivers for reverting to Arabic. The findings suggest that excessive reliance on code-switching may create a dependency that inhibits the automaticity required for advanced proficiency. The study concludes with pedagogical recommendations for balancing native language use with immersive English practices to reduce anxiety and enhance communicative competence.