The Influence of Code-Switching Frequency on Academic Writing Quality Among Multilingual University Students in Kenya
DOI:
https://doi.org/10.47604/ijl.3640Abstract
Purpose: To aim of the study was to analyze the influence of code-switching frequency on academic writing quality among multilingual university students in Kenya.
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: Speech recognition–based pronunciation instruction significantly improves English speaking fluency among university students in Japan by increasing speech rate, reducing pauses, and enhancing pronunciation accuracy. The immediate automated feedback encourages frequent practice and boosts learners’ confidence to speak more spontaneously. However, while fluency improves noticeably, gains in grammatical accuracy remain limited, indicating the need to combine the technology with communicative language teaching activities.
Unique Contribution to Theory, Practice and Policy: Translanguaging theory, sociocultural theory of learning & interlanguage theory may be used to anchor future studies on the influence of code-switching frequency on academic writing quality among multilingual university students in Kenya. Universities should incorporate structured academic writing instruction that allows brainstorming in familiar languages but requires formal English in final submissions. Higher education institutions should develop language support policies that recognize multilingualism as a pedagogical resource while maintaining academic writing standards.
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