Al Tale, M. A., & AlQahtani, F. A. (2022). Code-switching versus target language only for Saudi EFL students. Arab World English Journal, 13(2), 437-450.
Arcila, N. G., Morales, C. P., & Ramirez, J. P. (2016). Storytelling as a technique to stimulate English vocabulary learning in early childhood education [Class project]. Universidad Tecnológica de Pereira. https://hdl.handle.net/11059/7734
Astika, I. G. (2016). Vocabulary learning strategies of secondary school students. IJOLTL, 1, 1-18.
Baker, D., McCoach, B. D., Ware, S., Coyne, M. D., & Rattan, S. M. (2021). Effects of Spanish vocabulary knowledge on the English word knowledge and listening comprehension of bilingual students. International Journal of Bilingual Education and Bilingualism, 1-15.
Bin Tahir, S. Z. (2017). Multilingual teaching and learning at Pesantren schools in Indonesia. Asian EFL Journal, Teaching Article, 98, 74-94.
Bozorgian, H. (2015). Less-skilled learners benefit more from metacognitive instruction to develop listening comprehension. International Journal of Research Studies in Language Learning, 4(1), 3-12.
Bozorgian, H., & Fallahpour, S. (2020). Exploring L1 use in English as foreign language classrooms through activity theory. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 39(3.1), 1-35. Ahmad, W. I. W., & Yamat, H. (2020). Students’ perception of learning the English language through conventional and digital storytelling. International Journal of Academic Research in Business and Social Sciences, 10(2), 484-504.
Caballero, N. & Celaya, M. L. (2022). Code-switching by primary school bilingual EFL learners: A study on the effect of proficiency and modality of interaction. International Journal of Bilingual Education and Bilingualism, 25(1), 301-313.
Candilas, K., Villanueva, I., Taglinao, E. M., & Villarta, K. (2023). A phenomenological inquiry of code-switching among college students. AsiaCALL Online Journal, 14(1), 120-138.
Cook, G. (2010). Translation in language teaching. Oxford: Oxford University Press.
Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review- revue Canadienne Des Langues Vivantes, (57), 402-423.
Cortazzi, M., & Jin, L. (2007). Narrative learning, EAL and metacognitive development. Early Child Development and Care, 645-660.
Davies, P., & Pears, E. (2003). Success in English teaching. Oxford: Oxford University Press.
Diliduzgun, S. (2014). The efficiency of vocabulary teaching methods in Turkish language teaching. Adiyaman University Journal of Social Sciences, (17), 233-258.
Fachriyah, E. (2017). The Functions of Code Switching in an English Language Classroom. Studies in English Language and Education, 4(2), 148-156.
Fennell, C., & Lew-Williams, C. (2018). Early bilingual word learning. Early word learning, 110-122.
Gao, Y. L., Wang, F. Y., & Lee, S. Y. (2023). The effects of three different storytelling approaches on the vocabulary acquisition and response patterns of young EFL students.
Language Teaching Research,
27(5), 1078-1098.
https://doi.org/10.1177/1362168820971789
Goto, Y. (2019). Teaching vocabulary to young second or foreign-language learners: what can we learn from the research?.
Language Teaching for Young Learners, 1(1), 4-33.
https://doi.org/10.1075/ltyl.00003
Hafid, H., & Margana, M. (2022). Code-switching practices in multilingual classrooms: exploring pedagogical functions. AL-ISHLAH: Jurnal Pendidikan, 14(2), 2551-2562.
Hemmati, T., & Asmawi, A. B. (2015). Incidental vocabulary learning and retention through reading a graded reader among Iranian EFL learners. The Online Journal of New Horizons in Education, 5(1), 72-86.
Hennebry, M., Rogers, V., Macaro, E., & Murphy, V. (2013). Direct teaching of vocabulary after listening: is it worth the effort, and what method is best? The Language Learning Journal, 1-19.
Inal, H., & Cakir, A. (2014). Story-based vocabulary teaching. Procedia - Social and Behavioral Sciences, 98(2014), 675-679.
Indramawan, A., & Akhyak, D. (2013). Improving the students’ English speaking competence through storytelling (study in Pangeran Diponegoro Islamic College (STAI) of Nganjuk, East Java, Indonesia). International Journal of Language and Literature, 1(2), 18-24.
Karami, H., Kouhpaee Nejad, M., Nourzadeh, S., & Ahmadi Shirazi, M. (2020). Validation of a bilingual version of the vocabulary size test: comparison with the monolingual version. International Journal of Bilingual Education and Bilingualism, 23(4), 368-380.
Kehoe, M., Friend, M., & Poulin-Dubois, D. (2021). Relations between phonological production, grammar and the lexicon in bilingual French-English children. International Journal of Bilingualism, 25(6), 1576-1596.
Khodos, I., Moskovsky, C., & Paolini, S. (2021). Bilinguals’ and monolinguals’ performance on a non-verbal cognitive control task: how bilingual language experience contributes to cognitive performance by reducing mixing and switching costs. International Journal of Bilingualism, 25(1), 189-204.
Kniaź, M., & Zawrotna, M. (2021). Embedded English verbs in Arabic-English code-switching in Egypt. International Journal of Bilingualism, 25(3), 622-639.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Kuo, Y. F., Hou, J. R., & Hsieh, Y. H. (2021). The advertising communication effectiveness of using netizen language code-switching in Facebook ads. Internet Research, 31(5), 1940-1962.
Le, T. N. H. (2022). A Study on code-switching in oral and texting interaction and communication of university lecturers and students. International Journal of TESOL & Education, 2(3), 149-166.
Lin, A. M. Y. (2013). Classroom code-switching: three decades of research. Applied Linguistics Review, 4(1), 195-218.
Linse, C. (2005). Practical English language teaching: young learners. New York: McGraw.
Macaro, E. & Lee, J. H. (2013). Teacher language background, codeswitching, and English-only instruction: does age make a difference to learners’ attitudes?
TESOL Quarterly,
47, 717-742.
http://dx.doi.org/10.1002/ tesq.74
Macaro, E. (2014). Overview: Where should we be going with classroom codeswitching research? Codeswitching in university English-medium classes: Asian perspectives, 10-23.
Macaro, E., Tien, L. & Chu, L. (2018). First and second language use in English medium instruction context. Language Teaching Research, 1-21.
Marchman, V. A., Martínez, L. Z., Hurtado, N., Grüter, T., & Fernald, A. (2017). Caregiver talks to young Spanish–English bilinguals: comparing direct observation and parent-report measures of dual-language exposure.
Developmental Science,
20(1).
https://doi.org/10.111/desc.12425
Mart, G. T. (2012). Encouraging young learners to learn English through stories. English Language Teaching, 5(5), 101-106.
McWhorter, K. T. (2016). College reading and study skills (13th Ed.) (B. M. Sember Ed.). United States of America: Pearson.
Mekheimr, M. A. (2022). The role of code-switching in molding EFL college students’ attitudes towards and motivations for EFL learning. BSU-Journal of Pedagogy and Curriculum, 1(1), 25-36.
Monsrud, M. B., Rydland, V., Geva, E., Thurmann-Moe, A. C., & Halaas Lyster, S. A. (2022). The advantages of jointly considering first and second language vocabulary skills among emergent bilingual children. International Journal of Bilingual Education and Bilingualism, 25(1), 42-58.
Mustika, N., Nurkamto, J., & Suparno, S. (2020). Influence of questioning techniques in EFL classes on developing students’ critical thinking skills.
International Online Journal of Education and Teaching (IOJET),
7(1), 278-287.
http://iojet.org/index.php/IOJET/article/view/774
Muthusamy, P., Muniandy, R., Kandasamy, S. S., Subramaniam, M., & Farashaiyan, A. (2020). Factors of code-switching among bilingual international students in Malaysia.
International Journal of Higher Education,
9(4).
https://doi.org/10.5430/ijhe.v9n4p332
Nasution, D. K., & Siregar, F. S. (2021). Investigating the impact of code-switching on English foreign language students’ speaking confidence. EduTech: Jurnal Ilmu Pendidikan dan Ilmu Sosial, 7(2), 194-199.
Neuman, S. B., & Dwyer, J. (2009). Missing in action: vocabulary instruction in Prek. The Reading Teacher, 62(5), 384-392.
Orey, M. (2010). Global text: An emerging perspective on learning, teaching, and technology. Zurich: Creative Commons Attribution. Switzerland.
Ourania, K. (2021). Reaffirming the teacher role within the context of culturally responsive pedagogy: a case study and relevant issues. International Arab Journal of English for Specific Purposes, 4(1), 66-84.
Panhwar, F., & Buriro, G. A. (2020). An Overview of Theories and Approaches to Code-Switching. International Research Journal of Arts and Humanities, 48(48), 265-281.
Patahuddin, P., Syawal, S., & Bin-Tahir, S. Z. (2017). Investigating Indonesian EFL learners’ learning and acquiring English vocabulary.
International Journal of English Linguistics,
7(4), 128-137.
http://doi.org/10.5539/ijel.v7n4p128
Pinter, A., & Zandian, S. (2014). I don’t ever want to leave this room:’ benefits of researching ‘with’ children. ELT Journal, 68, 64-74.
Price, P., Jhangiani, R., & Chiang, I. (2015). Research Methods of Psychology. (2nd Canadian Ed.). Victoria, B.C.: BCcampus.
Rahayu, D., & Margana, M. (2018). Comparing the effects of L2-based with code-switching-based instruction on EFL speaking classes. Journal of Language Teaching and Research, 9(5), 946-952.
Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.
Rivers, S. & Toyama, S, (2011). English times 4 (2nd Ed.). Oxford: Oxford University Press.
Shinga, S., & Pillay, A. (2021). Why do teachers code-switch when teaching English as a second language?. South African Journal of Education, 41(1), 3-13.
Sitompul, E. Y. (2013). Teaching vocabulary using flashcards and word List. Journal of English and Education, 1(1), 52–58.
Slatterly, M., & Willis, J. (2003). English for primary teachers. Oxford: Oxford University Press.
Song, D., & Lee, J. H. (2018). The use of teacher code-switching for very young EFL learners. ELT Journal, 73(2), 144-153.
Subon, F., & Tarmim, S. S. M. (2021). The code-switching phenomenon during oral presentations among the business program students.
IAFOR Journal of Education,
9(5), 85-100.
https://doi.org/10.22492/ije.9.5.05
Tian, L., & Macaro, E. (2012). Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A lexical focus- on-form study. Language Teaching Research, 16(3), 367–391.
Villanueva, L. B., & Gamiao, B. (2022). Effects of code-switching among college instructors and students in a Philippine classroom setting.
American Journal of Multidisciplinary Research and Innovation,
1(2), 70-77.
https://doi.org/10.54536/ajmri.v1i2.292
Vo, T. H. C., & Cao, T. M. H. (2022). Investigating the effects of mass media on learning listening skills.
AsiaCALL Online Journal,
13(5), 46-67.
https://doi.org/10.54855/acoj.221354
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard University Press.
Yacovone, A., Moya, E., & Snedeker, J. (2021). Unexpected words or unexpected language? Two ERP effects of code-switching in naturalistic discourse. Cognition, 215, 104814.
Zhao, T., & Macaro, E. (2014). What works better for the learning of concrete and abstract words: teachers' L1 use or L2‐only explanations? International Journal of Applied Linguistics. http://dx.doi.org/10.1111/ijal.12080.