Students’ Language Preferences and Attitudes Toward Full English and Code-Mixing Across Proficiency Levels

Abstract

The choice of instructional language in EFL classrooms remains a key issue, especially in contexts like Indonesia, where students have limited English exposure outside class. Teachers often shift between using full English and code-mixing (English with Bahasa Indonesia). While both approaches offer pedagogical benefits, little is known about how learners at different proficiency levels perceive these practices. This study explores first-year English education students’ preferences toward full English and code-mixing at the university level and how these preferences vary by proficiency. The study involved 60 first-year students at the University of Al Ma’soem and used a Likert-scale questionnaire for data collection. Students were grouped into high and low proficiency levels based on TOEFL scores. Descriptive statistics were used to analyze responses. Results showed most students preferred code-mixing over full English. Low-proficiency students found code-mixing helpful for comprehension and anxiety reduction, while high-proficiency students were more open to full English, especially in communicative tasks. However, both groups agreed code-mixing was useful for grammar explanation and instruction delivery. The study concludes that instructional language should align with students’ proficiency and task type. A flexible approach, rather than a strict English-only policy, may better support students’ learning and emotional needs in EFL classrooms.