Foreign language acquisition through English–Arabic code-switching in EFL classroom: a systematic literature review

Purpose This study aims to examine the language shift model between English and Arabic in foreign language acquisition, specifically focusing on how English–Arabic code-switching (EACS) is structured and utilized as a teaching approach in English as a foreign language (EFL) classrooms. The study also aims to investigate the functions of EACS in EFL settings, explore its benefits and pedagogical advantages and identify the challenges and drawbacks associated with its use in EFL classrooms. Design/methodology/approach This study adopts a systematic literature review methodology to analyze and synthesize existing research on EACS within the context of EFL classrooms. The study analyzes 25 articles assessing the impact of language shift on teaching and learning practices, including research published between 2013 and 2024 across multiple databases. Data analysis is carried out in two stages. First, a descriptive synthesis involves a comprehensive analysis of each study, summarizing its context, methodologies and key findings. Second, a thematic synthesis groups the studies according to the main themes derived from the research questions, providing a more structured interpretation of the findings. Findings The results reveal that EACS plays a significant role in EFL classrooms by facilitating comprehension, reducing students’ anxiety and fostering an interactive learning environment. The results also indicate that teachers strategically employ EACS to clarify complex concepts, explain new vocabulary, manage classroom interactions and serve multiple pedagogical functions. Additionally, the study identifies key challenges in EACS implementation, including teachers’ and students’ preferences toward implementing code-switching (CS), teacher proficiency concerns and potential over-reliance on the first language, all of which might hinder full immersion in English learning. Originality/value The significance of the study, serving as a valuable resource in the field, is also evident in its recommendations, which are based on the study’s findings. The study recommends structured guidelines for the effective use of EACS, ensuring balanced integration that maximizes benefits while minimizing drawbacks and challenges. Professional development programs should equip teachers with the skills to implement EACS strategically. Institutions should establish policies that support flexible language use, enabling teachers to utilize CS when necessary while ensuring consistent, systematic exposure to English. Further research is recommended to explore students’ perceptions of EACS and its long-term impact on proficiency.