Impact of Textual Code-Switching on Reading Comprehension in Paired-Text Instruction

Abstract

This study examined the effects of textual code-switching on reading comprehension based on paired-text instruction. The subjects of this study are 12 Korean elementary EFL learners aged 11 to 13. This study examined whether textual code-switching in paired-text instruction was deemed effective in terms of enhancing the reading comprehension of both low- and high-proficiency EFL learners. Study results showed that for high-proficiency EFL learners, paired-text instruction was more effective in terms of heightening their overall reading comprehension, skill in making inference as well as paired-text reading comprehension. For low-proficiency learners, code-switched paired-text instruction was found to significantly develop their overall reading comprehension, especially literal reading comprehension and inference skills as well as paired-text reading comprehension.