This research undertakes an empirical investigation into English teachers’ implementation of code-switching as a teaching strategy within university settings. A questionnaire survey and semi-structured interviews were conducted with 15 English language teachers at a university in Guangdong Province, China. The findings indicate that teachers hold a positive perception of code-switching as a teaching strategy, agreeing that the incorporation of students’ mother tongue can facilitate their mastery of English. The survey revealed that teachers employed code-switching in various contexts, including Topic Switching, Translation, Economy Saving, Maintaining Classroom Discipline, Emotional Function, Checking Comprehension, with Translation being the most prevalent. However, the educators also cautioned that excessive reliance on code-switching may impede English language acquisition. The article concludes with several recommendations for enhancing English instruction at the university level.

Chengchieh Su. Code-Switching in the University Classrooms: Perceptions of English Teachers in China. Frontiers in Educational Research (2024) Vol. 7, Issue 11: 104-110. https://doi.org/10.25236/FER.2024.071117.

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