An Autoethnographic Exploration of the Use of Basic Thai Phrases as a Code-Switching Strategy in Undergraduate English Classrooms: Benefits and Challenges

Abstract

Aim/Purpose: This autoethnographic study explored the firsthand experience of a Filipino English as a Foreign Language (EFL) teacher in Thailand, focusing on using basic Thai phrases as a code-switching strategy during activity instructions. The study investigated how this approach influenced various classroom aspects such as student engagement, comprehension, and overall classroom dynamics.

Introduction/Background: This study explored the use of basic Thai phrases by a Filipino EFL teacher in a Thai university classroom as a code-switching strategy during activity instructions. Basic Thai phrases refer to common classroom expressions such as greetings, simple commands, and clarification phrases. These expressions help to clarify meaning and reduce confusion while maintaining English as the main language of instruction. The use of Thai phrases is aligned with the concept of code-switching, where two languages are alternated within a conversation. In the Thai EFL context, this can occur as inter-sentential switching (Thai phrases between English sentences), intra-sentential switching (Thai within English sentences), or tag switching (short Thai expressions added to the end of English sentences). When used selectively, code-switching supports student comprehension, reduces anxiety, and promotes engagement without detracting from English language exposure.

This study examined both the benefits and challenges of using Thai phrases in the EFL classroom. Benefits include improved understanding and classroom participation, while challenges involve pronunciation, limited fluency in Thai, and sensitivity to cultural nuances. By focusing on the experiences of a Filipino teacher, this study offers insight into how the strategic use of students' native languages can enhance classroom communication and support effective multilingual teaching practices.

Methodology: This study employed autoethnography as its primary research method, offering a reflective and deeply personal examination of teaching experiences through journal entries that captured the researcher’s lived encounters in the classroom. Unlike traditional methods that rely on external observations or standardized tools, autoethnography provides an insider’s perspective on the complex interplay of language, culture, and pedagogy, allowing for a nuanced understanding of how linguistic barriers and cultural contexts shape teaching practices and student engagement. The journal entries served as the primary data source and were analyzed using reflexive thematic analysis. This analytic approach enabled the emergence of meaningful patterns rooted in context and experience, with themes guided by the researcher’s reflections and shaped by the cultural nuances embedded in the teaching environment.

Findings: As an autoethnographic study, this research drew on my personal experiences as a Filipino EFL teacher in Thailand who used basic Thai phrases as a code-switching strategy during classroom instruction. Integrating these Thai expressions at key moments—such as when giving task instructions or clarifying directions—noticeably enhanced student engagement and comprehension. For example, inserting simple Thai phrases during activity instructions helped students to focus more effectively and complete tasks with greater accuracy.

However, using Thai as a non-native speaker also presented challenges. My limited proficiency occasionally led to pronunciation errors, which sometimes caused confusion. In some instances, students would turn to their peers for clarification rather than asking me directly. One particular example involved an activity where my incorrect intonation in delivering instructions led to student hesitation and uncertainty, highlighting the potential risks of code-switching without full fluency in the local language.

Cultural sensitivity also emerged as a key factor in shaping classroom interactions. The Thai language is deeply connected to cultural norms, particularly in terms of politeness and social hierarchy. Using appropriate polite markers was essential for maintaining classroom respect and encouraging participation. When these markers were unintentionally omitted, students became more reserved, indicating that cultural nuances play a significant role in how instructional language is received. These reflections revealed that while strategic code-switching using basic Thai phrases can support learning and classroom management, its effectiveness depends heavily on the teacher’s language proficiency and cultural awareness. As a Filipino educator in a Thai context, navigating these linguistic and cultural dynamics required continuous adjustment and reflection to foster a more inclusive and responsive learning environment.

Contribution/Impact on Society: This study provides valuable insights into the role of language proficiency and cultural sensitivity in enhancing EFL instruction. It demonstrates how thoughtful and strategic code-switching can positively impact student engagement and comprehension. Additionally, the study emphasizes the need to support non-native Thai-speaking EFL teachers in overcoming language barriers by offering targeted language and cultural training. Providing such support can foster a more inclusive and effective teaching environment, ultimately improving educational outcomes for students.

Recommendations: Based on these findings, I recommend that educational institutions develop professional development programs for foreign teachers in Thailand, focusing on improving Thai language proficiency—especially in pronunciation and conversational fluency. These programs should also incorporate cultural awareness training to help teachers navigate the nuances of Thai language and culture effectively.

Research Limitation: This study, being autoethnographic in nature, is based solely on my personal experiences. While it offers deep insights into my teaching practice, it may not fully capture the diverse experiences of other non-native Thai-speaking educators. Thus, the findings should be considered reflective of my individual perspective rather than representative of the broader teaching community.

Future Research: Future studies could explore the long-term effects of code-switching training on non-native teachers’ instructional practices, and the resulting student outcomes. A comparative study involving native and non-native Thai-speaking educators could also provide valuable insights into the effectiveness of different teaching strategies and language use. Such research would contribute to a more comprehensive understanding of how to enhance communication and student engagement in multilingual classrooms.