The Impact of Code-Switching, Language Anxiety, and Classroom Interaction on English Language Proficiency: The Mediating Role of Motivation among University Students in Pakistan

Abstract

This study investigates how code switching, language anxiety, and classroom interaction shape English language proficiency among university students in Pakistan, with a particular focus on the mediating role of motivation. English, as both a global language and a marker of social mobility in South Asia, creates a complex linguistic environment where students often navigate between their native languages and English in academic contexts. The research aims to explore how frequent reliance on code switching affects language acquisition, how anxiety in speaking or writing English hinders proficiency, and how interactive practices in the classroom foster greater fluency and confidence. Employing a mixed-methods design, the study utilizes surveys to measure levels of anxiety, motivation, and proficiency alongside qualitative interviews to capture students’ personal experiences with code switching and interaction. Preliminary findings suggest that while code switching can ease comprehension and participation, it often slows long-term language mastery, particularly when paired with high anxiety. However, motivation emerges as a powerful mediator, transforming anxiety and linguistic challenges into opportunities for persistence and improvement. These results highlight the importance of pedagogical strategies that reduce anxiety, balance code-switching practices, and strengthen motivation to enhance overall proficiency.