The relationship between code-switching beliefs of the university students in English classes and their attitudes towards English

The aim of the present study is to investigate the relationship between the university preparatory school students' code-switching beliefs in English classes and attitudes towards English. The population of the research is 587 students (female: 311, male: 276) at a state university in Ankara province. In the present study, data related with students' code-switching beliefs in English classes were collected in 2014-2015 academic year through the Scale of Code-switching Beliefs in English Classes developed by the researcher. The scale has four different subscales (Code-switching beliefs regarding the clarity, the efficiency, the use of language skills and the psychological factors). Data related with the students' attitudes towards English were collected through the one-dimensional Scale of Attitudes towards English, originally developed by Altunay (2004). Data collected from the students were analyzed by using SPSS 15 and LISREL statistical programs. In addition, exploratory factor analysis was carried out after the pilot implementation with 571 students to test the construct validity of the Scale of Code-switching Beliefs in English Classes. Statistical techniques, such as independent-sample t test, one-way analysis of variance, pearson correlation analysis and confirmatory factor analyses were used in order to answer the research questions appropriately. According to the findings of the study, the general view of the students' code-switching beliefs in English classes were positive. It is also deduced that students' code-switching beliefs regarding the clarity and efficiency of the learning and teaching process displayed an above-average distribution, while their beliefs regarding the use of language skills and the psychological factors were adopted in medium-level. No significant difference was found between students' code-switching beliefs and their genders except for the code-switching regarding the use of language skills subscale. However, significant difference was found between students' language proficiency levels and their code-switching beliefs regarding the clarity and efficiency of the learning and teaching process. In addition, it was found that there is a significant difference between students' academic averages and their beliefs regarding the efficiency of the learning and teaching process. It was also discovered that students' attitudes towards English classes is moderate level. No significant difference was found between students' genders and attitudes; however, male students' attitudes were observed a little higher than the female students'. There was a significant difference between students' attitudes and language proficiency levels. Additionally, it is observed that students with high academic achievement have had high attitude levels. This means that there is a negative significant relationship between the students' code-switching beliefs regarding the clarity, the efficiency and the use of language skills and their attitudes towards English, whereas there is a positive significant relationship between the students' code-switching beliefs regarding the psychological factors and their attitudes. Keywords: English, Code-switching beliefs, Native Language, Target Language, Attitude