Speakers
Description
The increasing use of artificial intelligence (AI) in language learning has transformed how English as a Foreign Language (EFL) learners prepare for oral presentations. Despite the availability of AI-assisted language support, many learners continue to engage in code-switching during classroom presentations. This study investigates the types and reasons for code-switching employed by non-English major students and examines the influence of AI-assisted presentation preparation on their code-switching practices. A qualitative research design was adopted, involving classroom observations of the AI-assisted presentation preparation process, the analysis of 24 presentation recordings produced by 76 students and three focus group interviews with 18 participants. The findings reveal that intra-sentential switching remained more frequent than inter-sentential switching. Participants reported that AI-assisted preparation enhanced their vocabulary, language accuracy, and confidence, reducing code-switching caused by lexical limitations. However, code-switching continued to be used strategically to clarify meaning, maintain the flow of speech, and express cultural norms and social identity during the presentations.
Key words: Code-switching, oral presentations, inter-sentential switching, intra-sentential switching, AI-assisted presentation preparation.
