Exploring Code-Switching Practices in Indonesian Digital EFL Classrooms: Functions and Implications for Language Learning

Abstract

Background: Code-switching is a common phenomenon in multilingual EFL classrooms, particularly in Indonesia, where students frequently alternate between English and Indonesian during classroom interactions. The growing use of digital learning platforms has further influenced language use and communication practices in educational settings.

Aim: This study aims to examine code-switching practices among Indonesian EFL students in digital classrooms by identifying their forms, functions, influencing factors, and implications for language learning.

Method: This study employed a Systematic Literature Review (SLR) using the PRISMA framework. Relevant studies published between 2020 and 2026 were identified, screened, and analyzed through thematic analysis.

Results: The findings reveal that inter-sentential, intra-sentential, and tag-switching are the most frequently used forms of code-switching in digital EFL classrooms. Code-switching serves various functions, including facilitating comprehension, supporting classroom interaction, reducing language anxiety, and increasing learner participation. Its use is influenced by language proficiency, instructional objectives, and digital learning environments.

Conclusion: Code-switching plays an important role in supporting communication and learning in Indonesian digital EFL classrooms. When used strategically, it can enhance student engagement and create a more inclusive learning environment.