Exploring Code-Switching in the Arab Context: A Systematic Literature Review on the Reasons, Attitudes, and Educational Impacts

Abstract

This systematic review synthesizes findings from 36 empirical studies published between 2018 and 2025, examining the use of code-switching (CS) in Arab EFL classrooms. Guided by two research questions, the review explores how instructional and contextual factors influence CS practices, and how sociocultural and psychological dimensions shape learner and teacher attitudes. Using a PRISMA-based selection process and thematic analysis, the review identifies four dominant themes: communicative and instructional functions of CS, classroom-based practices, reasons for CS use, and attitudinal responses. Findings reveal that CS is widely used as a scaffold to support comprehension, classroom management, and learner confidence, particularly for low- and intermediate-proficiency students. While many teachers and students view CS positively, concerns persist regarding its overuse and potential interference with language immersion. These mixed attitudes highlight the need for pedagogical balance, institutional flexibility, and teacher training on strategic CS use. The review concludes that CS, when applied purposefully, is a valuable resource in multilingual classrooms. It calls for future research into the longitudinal impacts of CS on language development, teacher decision-making, and digital learning environments. Pedagogical implications include the integration of CS-aware practices into teacher education, curriculum design, and language policy across Arab EFL contexts.