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The utilization of code-switching in EFL classrooms among instructors is quite common in the education field as a teaching tool. However, code-switching has been a critical issue for some teachers because they think it decreases students’ performance. In contrast, other teachers use code-switching as a teaching tool. Instructors and students of the English language in Kurdistan higher education institutions tend to use two or more languages alternately and fluently for a variety of reasons and functions in bilingual classes. The paper aims to examine the function of code-switching (CS) on EFL students. Moreover, it investigates the instructor’s view toward CS in ESL classrooms. The observation and interview were carried out to collect data among three different groups of twenty-five students. The result of the observation was compared to the interview result for better analysis. Finally, the finding of this paper proves that lectures code-switch for different purposes: explaining the topic, asking the question, checking students’ understanding, and classroom management. In addition, during the interview, two lecturers claimed that they do not employ code-switching in the classroom, but it was observed that they do when instructing.

The utilization of code-switching in EFL classrooms among instructors is quite common in the education field as a teaching tool. However, code-switching has been a critical issue for some teachers because they think it decreases students' performance. In contrast, other teachers use code-switching as a teaching tool. Instructors and students of the English language in Kurdistan higher education institutions tend to use two or more languages alternately and fluently for a variety of reasons and functions in bilingual classes. The paper aims to examine the function of code-switching (CS) on EFL students. Moreover, it investigates the instructor's view toward CS in ESL classrooms. The observation and interview were carried out to collect data among three different groups of twenty-five students. The result of the observation was compared to the interview result for better analysis. Finally, the finding of this paper proves that lectures code-switch for different purposes: explaining the topic, asking the question, checking students' understanding, and classroom management. In addition, during the interview, two lecturers claimed that they do not employ code-switching in the classroom, but it was observed that they do when instructing. [ABSTRACT FROM AUTHOR]

Based on the premise that reading is an important source of knowledge and linguistic input, the present study hypothesized that Algerian EFL students do not read enough to allow adequate and continuous vocabulary learning to take place which negatively impacts their language proficiency. Therefore, the study endeavoured to scrutinize the reading habits of our students taking as case study Djillali Liabes English Department undergraduate students and using a quantitative approach with a questionnaire as a data collection tool. As expected, the findings uncovered the poor reading habits of our EFL students and pointed to the home as well as the classroom environment as the main agents sharing responsibility for this problematic situation.

The article aim is to shed light on the problem of reading in EFL context and also refer to non – Latin Arabic alphabet learners‘ challenges. Researcher tried to analyze myriad research articles to explore the common EFL learners‘ difficulties and problems on the way of English reading and comprehension and bunch together the implemented methods (techniques) and go through generated suggestions and feasible solutions. The marshal factors will provide benefits to educators in EFL context (EFL school teachers, university lecturers, people whose concern is EFL development).