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CHAPTER ONE INTRODUCTION 1.0 Introduction In the recent era of globalization, most of the people around the world are well aware about the importance of mastering several languages for self-development. Apart of own satisfaction and the willingness to learn, individuals tend to master languages to seek for career opportunities in which it will become a ‘plus-point’ for them to be employed. Besides, recently it becomes a new trend in the society where people tend to speak two or more languages in their conversation. Besides the individuals, the practice of code mixing also occurs in teaching and learning environments, for example at schools, and educational educations. According to Abdullah A. Alenezi (2010) , as cited in Baker, code mixing helps the educators in stressing important points while teaching the students, in which helps the students to understand better in their learning. 1
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Page 1: A Study on Code Mixing Practices Among ESL Students

CHAPTER ONE

INTRODUCTION

1.0 Introduction

In the recent era of globalization, most of the people around the world are well aware about

the importance of mastering several languages for self-development. Apart of own

satisfaction and the willingness to learn, individuals tend to master languages to seek for

career opportunities in which it will become a ‘plus-point’ for them to be employed. Besides,

recently it becomes a new trend in the society where people tend to speak two or more

languages in their conversation. Besides the individuals, the practice of code mixing also

occurs in teaching and learning environments, for example at schools, and educational

educations. According to Abdullah A. Alenezi (2010) , as cited in Baker, code mixing helps

the educators in stressing important points while teaching the students, in which helps the

students to understand better in their learning.

1.1 Background of the study

In the study of linguistics, two important concepts related to second language learning is code

mixing and code switching. According to Lau, Cheng, Tan and Choo (2011), as cited in

Musysken (2000), “code-mixing occurs when lexical items and grammatical features of two

or more languages exist in the same sentence”. Meanwhile, Nilep (2006) defined code

switching as “the practice of selecting or altering linguistic elements so as to contextualize

talk in interaction”. These mean that individuals who practicing code mixing in conversation

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tend to use two or more languages while speaking with others, based on the languages that

they have known or mastered. The focus of the present study is on code mixing.

Code mixing is a common practice in many societies that use two or more languages in their

daily lives. Malaysia is an excellent example of such a place. We know that people in

Malaysia come from various background and cultures and of course, they speak different

languages as well. The need to be part of a society makes people code switch and code mix a

lot in their daily conversation. According to Leung (2010), “code-mixing is a common

phenomenon in communities of heterogeneity”, and this is supported by Heler (1988), as cited

in Bishop (2006) who states that the usage of code switching or code mixing has long been

used “as the way of conversing”. Leung (2010) contends that “the code-mixing phenomenon

cannot be separated from the fact that many people these days are bilingual, trilingual or even

multilingual”. These mean that the usage of code mixing is no longer a new thing.

Currently, code mixing is not only a part of daily speech; it is also widely used in

advertisements, both print and non-print advertisements. Research on the usage of code

mixing in advertisements has been examined in many countries. According to Leung (2010),

the usage of code mixing in Hong Kong advertisements is common and is even a trend. It is

said that code mixing in advertisements is more effective as a persuasive device in multiethnic

populations (Bishop, 2006).

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1.2 Statement of Problem

In multiracial Malaysia, there is a diversity of languages but English continues to command

considerable respect and prestige (Rajadurai, 2004). Venugopal (2003) examined the practice

of code mixing and code switching between English and Malay in two Malaysian business

organizations and concluded that Malaysian English emerged as the unmarked choice in

Malaysian business rather than standard British English. She observed the consistent use of

localized speech variations. Preshouse (2001) examined the linguistic characteristics, with a

particular emphasis on lexical features, of Malaysian English. The present study adds to this

existing body of knowledge by examining code mixing practices that infuse the English

language in ESL students’ daily conversations. The issue of code mixing has been highly

debated, especially in Malaysia, in which somehow affecting students’ language learning

comprehension.

The issue of code mixing in Malaysia has also being highlighted in newspapers stated that

code mixing leads to the “ruining” of the dignity of the mother tongue, or Bahasa Melayu

(Harian Metro, 2011). The articles also emphasised on what the Indonesians think about

Malaysian, who are not firm enough to “stand” for their own language, which is Bahasa

Melayu. On the other hand, Azu Farhana Anuar and Bahiyah Ahmad (2014), in their study

stated that the use of English as the medium of instructions in classes with the interference of

mother tongue influence has made the code mixing issue to be broadened, and this affects the

usage of the languages itself. Therefore, this study will explore on how Malaysian, especially

the ESL learners feel about code mixing in conversation and provide suggestions on

improving the dignity of the mother tongue of the Malaysians.

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1.3 Research Objectives

The objectives of the study are to:

1) To identify the tendency of ESL students to code mix in their daily conversation;

2) To determine the preference of ESL students for code-mixing conversation.

3) To examine students’ reaction to code mixing in Malaysia;

1.4 Research Questions

1) What are the tendencies of ESL students to code mix in their daily conversation?

2) What are the students’ preferences of code mixing in Malaysia?

3) How do the ESL students react to code mixing in conversation?

1.5 Significance of the study

The finding of the study serves as a useful guide to any organization that aims to enhancing

the learning of languages in Malaysia, for instance, the Ministry of Education as well as the

Ministry of Information, Communication and Culture. By being aware of how ESL students

react to code-mixing, actions can be taken by these organizations to improve on language

learning for students. This study will also be useful for the students in order to improve their

language learning skills. Apart from that, this study will also serve as a useful resource for

other researchers who are interested in the study of code-mixing practices.

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1.6 Limitations of the study

The present study is confined to the analysis of only 80 samples of the research using

Questionnaire and Unstructured interview. Questionnaires were distributed to only 80

respondents and this too limits the possibility of the generalizing the findings into larger

population, where cooperation from the respondents might not be easy to obtain.

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1.7 Operational Definitions

1.7.1 Code Switching

Scotton (1988), as cited in Bishop (2006) defined code switching as “the use of two or

more linguistic varieties in a same conversation, whether they are different language,

styles or dialects” (p.201). For example, while conversing with one another,

individuals tend to use two different languages or dialects, based on their own

knowledge about the languages. For the purpose of this study, code switching means

converting to one language or dialect to another while speaking.

1.7.2 Code-mixing

“Code-mixing occurs when lexical items and grammatical features of two or more

languages exist in the same sentence” (Lau, Cheng, Tan and Choo, 2011, cited in

Muysken, 2000). This statement means that individuals use more than one language

while speaking to one another. For the purpose of this study, code mixing means using

different languages or dialects within the same sentence.

1.7.3 Bilingual

“Bilingualism is a concept often associated with code-switching as a speaker must be

able to perform more than a language in order to code switch” (Choy, 2011). Similar

to code switching, bilingual tends to use two different languages or dialects in

speaking, based on the situation. For the purpose of this study, bilingual means

individual who are converting to one language or dialect to another while conversing.

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1.8 Summary

This chapter provides an overview of the study in which stresses on code mixing practices

among ESL students in Malaysia. The statement of problem has been defined and the research

questions for the study are outlined. Definitions on terms used are also listed for better

understanding of the present study. The next chapter will review on the previous studies

conducted based on this subject matter.

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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter reviews on the literature from previous studies, which consists of four sections.

The first section covers on Bilingualism in Malaysia, the second section covers on the

definitions and the previous studies on Code-Switching and Code-Mixing. The third section

will explain about Code-mixing and Code Switching applied in Malaysia while the last

section presents conceptual framework of the review.

2.1 Bilingualism in Malaysia

People are all aware that bilingualism occurs within people who are living in multiracial

countries, in which the needs to be part of the society make people to be bilingual. Jordaan

(2008) stated “bilinguals” as “individuals who have been regularly and consistently exposed

to two languages in a variety of contexts”. On the other hand, Bloomfield (1933) defined

bilingualism as “the native-like control of two languages” (as cited in Choy, 2011).

In Malaysia, this phenomenon has already occurs years ago. People are aware that the citizens

in Malaysia consist of Malays, Chinese, Indians and other races who speak different

languages. Besides using Bahasa Melayu, Chinese or Tamil, the usage of English language is

also commonly practices in Malaysia, as it becomes the second most important language to be

learnt and master.

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Based on a study by Lau et al (2011) stated that “Malaysian who have a good command in

English often code mix into Malay, Chinese and Tamil”. Õzog (1993) in the other hand stated

that “Malaysia had a long tradition of English medium and bilingualism which effectively

came to an end as a direct result of communal pressure in 1970”. This indicates that people

in Malaysia have tendency to be bilingual, especially using English, Malay, Chinese and

Tamilis due to the fact that they are well exposed to the situation in which varieties of

languages being conversed in their surroundings.

People around the world are not only bilingual in their daily conversations, but also in other

environments or situations. Gaudard (1992) indicates that bilingual does not only exist in the

national education co curriculum, but also in many officially sanctioned forms (as cited in

Bauldauf, 1994). To relate this statement with bilingualism in Malaysia, a study by Parilah

Mohd Shah and Fauziah Ahmad (2007) revealed that “bilingual education in Malaysia can be

described in terms what main language instruction is provided in schools”. Based on this

statement, bilingualism also occurs in education. This proved that the wide exposure to

bilingualism leads Malaysian to be bilingual, or multilingual.

2.2 Code-switching and Code Mixing

According to Scotton (1988), as cited in Bishop (2006) defined code switching as “the use of

two or more linguistic varieties in a same conversation, whether they are different language,

styles or dialects” (p.201). In other study by Nilep (2006) defined code switching as “the

practice of selecting or altering linguistic elements so as to contextualize talk in interaction”.

Meanwhile, Meyerhoff (2011) in her book “Introducing Sociolinguistic: Second Edition”

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defined code switching, or alternatively called code mixing as “the alternation between

varieties, or codes, across sentences or clause boundaries” (p.121). She also added that there

are two types of code switching, which are domain-based or situational code switching and

metaphorical. (2011:120). On the other hand, code mixing, according to Lau, Cheng, Tan and

Choo (2011), stated that code mixing arises when the use of different lexical items and

grammatical elements occur in the same conversation. These definitions mean that there are

some slight different between code switching and code mixing.

Choy (2011) clearly explained the two types of code switching. He stated that situational code

switching can occur by the adjustment of circumstances in a conversation or speech such as

the change in participant, topic or setting. On the other hand, Metaphorical or conversational

code-switching, functions as a tactic in conversational to support conversational acts such as

an apology, request, complaint or refusal (Choy, 2011).

Code switching, or alternatively called code mixing is no longer a new thing in the whole

wide world, and Malaysia shows no exception to this. Besides, numbers of studies had been

conducted to review on this matter. According to Leung (2010), “code mixing is a common

phenomenon in communities of high heterogeneity”. In addition to that, Heller (1988), as

cited in Bishop (2006) explained that the use of code switching has already become “ the way

of conversing”, which means that majority of the people in the world use code switching or

code mixing in their daily conversation.

Holmes (1992) in her book “An Introduction to Sociolinguistics” stated that people tend to

easily code switch based on the situation they are facing (p.41). She also added that most of

the time people are unconscious about using code switching when conversing with one

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another (p.52). These are supported with the studies by Leung (2010) and Choy (2011).

Leung stated that the use of code mixing can be necessary as it helps people to improve on

relationship with one another as well as to adapt in any situation they are in (2010). He also

added that the existence of code switching or code mixing could be due to the fact that the

people around the world or who are living in multiracial community tend to be bilingual, or

even trilingual, so the way they converse emerged from the daily usage of multiple languages

which causes to code mixing. These statements are somewhat related with the statements on

bilingualism in which has been explained in the previous section.

On the other hand, a study by Lowi (2005) also supported Holmes (1992) where she stated

that “code switching is also viewed as a bilingual/multilingual practice that is used not only

as a conversational tool, but also as a way to establish, maintain and delineate ethnic

boundaries and identities”. Meanwhile, Choy (2011) stated that “code switching is more

likely to occur in order for communication to be successful among speakers from different

social background”, in which means that code mixing can lead to a better communication

between one another.

2.3 Code Switching or Code Mixing in Malaysia

As all aware that Malaysia is a country where many races and cultures living “under the same

roof”. So, there is no exception for Malaysian for not being multilingual in their daily

conversation. Apart of using their mother tongue, they also use Bahasa Melayu, as it is the

compulsory language in learning especially in schools or other educational institutions.

Besides that, English is also widely used in Malaysia, in which has become the most

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important second language in the country. The usage of these languages in daily conversation

can easily lead to code mix.

Kamisah Ariffin and Misyana Susanti Husin (2011) in their study on the frequency of code

mixing communicative behavior among instructors and students revealed that this

communicative behavior is commonly used in the classroom. Based on the study, they figured

out that code mixing leads to a better understanding to the students in the learning process.

This supports the study from Choy (2011), where he indicates that successful communication

among speakers with dissimilar demographical background can be derived with code

switching or code mixing.

Besides that, Choy (2011) also revealed that the widespread code switching and code mixing

has emerged into the development of technology and various types of non-verbal

communication devices, for instance in text messaging, e-mails as well as social networking

websites. He also added that the educational system in Malaysia encourages students to learn

more than one language as an addition to the native mother tongue prior to the prescribed

education. Furthermore, Choy (2011) related code switching and code mixing with the term

“Bahasa Rojak” or salad language in which is commonly used in conversations among

Malaysian.

Meanwhile, Lau et al. (2011) in their study mentioned that code mixing is well received in

Malaysia especially among Malaysians who are not fluent to converse in English. As English

become the most important second language to be learnt and mastered, those who are not

fluent to speak in English have higher tendency to code mix in their speech, “which centers

on speakers” interlacement of the national language with English terms” (Asmah, 1992, as

cited in Lau et al, 2011).

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The researcher agreed with these statements due to the fact that where that in the recent years,

the practice of code mixing has become a part of people’s life, where people feel more

comfortable to code mix in their conversations. However, the researcher also feels that there

is a need to overcome the ‘over used’ of code mixing practices because it might lead to the

“downfall” of the dignity of the languages used in individuals’ daily conversations.

2.4 Conceptual Framework

.

Figure 1.1: Conceptual Framework

This study stressed on the usage of different languages and dialects among ESL students in

conversing with one another, or also called, code mixing. The individuals, who are used to

their own mother tongue, tend to code mix with one another when they are already adapting

other languages in their learning. The reason for the individuals to code mix might be due to

the common practice by the society, which lead them to mix languages during conversation.

According to Choy (2011), related code switching and code mixing with the term “Bahasa

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Adapting other languages

Adapting other languages

Code mixing practice

Code mixing practice

Mother tongue influence

Mother tongue influence

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Rojak” or salad language in which is commonly used in conversations among Malaysian. The

need to be part of the society also leads individuals to code mix.

CHAPTER 3

METHODOLOGY

3.0 Introduction

This chapter describes the method used in collecting the data. The overall processes of data

collection as well as the procedures involved are explained in this chapter.

3.1 Research Design

This study applies mixed-method approach, where a simple survey will be conducted for data

collections. The study will be focusing on the tendency of ESL students to code mix and how

do they react to code mixing practice in conversation. A set of questionnaire will be prepared

to be used as the collection of data. The questionnaires will be consisted with two sections;

Section A and B which covered the demographical background of the respondents and how

they react to the code mixing in conversation

After some revision, the questionnaires are then to be distributed to 80 respondents, who are

the ESL learners of three universities; UiTM, UniSEL and Multimedia University. An

unstructured interview will also be conducted. Analysis on the data collected from the

questionnaires and the interview will be carried out and the results from the findings will be

identified. These are the research design needed to conduct this study.

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3.2 Population and Sample Selection

The major target population for this study is the ESL learners from three universities around

Shah Alam. It is preferred to target on the students from higher education for this study

because it covers on the preference of code mixing in conversation, in which commonly

practiced among youths in the recent years. The sample of this study will be selected using

Simple Random Samplings.

3.3 Research Instruments

3.3.1 Questionnaire

It is decided that the distribution of a questionnaire would be the best way of examining the

reaction of ESL students in Malaysia to code mixing practices. The questionnaire are adapted

from a study by Dong Wenjing (n.d), based on the objectives and three research questions of

the study. Amendments on the questionnaire are also made based on the research objectives

and research questions related to the topic. Each questionnaire comprised of two sections with

a total of 13 questions to be completed by the respondents. Section A covers on the

demographical background of the respondents such as age, gender, years of learning English

and the respondents’ first language;. Section B covers on the students’ preferences and

reaction to code mixing in conversation. The questions are multiple choice questions, and for

some questions, the respondents will be given the opportunity to choose more than one

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answer. The respondents will be asked to answer all questions in the questionnaire. (Refer to

the Appendix)

3.3.2 Unstructured Interview

The second instrument to be used in this study is unstructured interview. The purpose of using

this instrument in this study is to determine on the ESL students’ opinions about code mixing

and what factors lead them to code mix in conversation. On the other hand, the researcher also

would like to obtain the suggestions or ideas from the respondents about the highly debated

issue of code mixing in Malaysia, and how they truly feel about this issue. Simple

spontaneous questions will be asked to the respondents regarding the issue of code mixing.

3.4 Data Collection

Before the study will be conducted, amendments will be made to the questionnaire adapted

from Dong Wenjing (n.d) so that it will be ‘in line’ with the purpose of the study to be

conducted. A cover letter by the Dean which explains on the purpose this study will be

endorsed together with the questionnaire during the distribution of the questionnaire to the

respondents. The respondents will be given some time to complete the questionnaire. After

the respondents have completed all of the questions, the questionnaire will be collected by the

researcher for the analysis of the data. The researcher will then conduct the unstructured

interview to 10 of the respondents, in which each interview will be recorded. The data

collected from the questionnaire will be analyzed and the interviews will later be transcribed.

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Figure 1.2 below shows on the stages about how the study will be conducted.

Figure 1.2: Data Collection Flowchart

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Questionnaire is adapted from a study by Dong Wenjing (n.d)

Make amendments to the questionnaire based on the topic related to this study

Distribute questionnaire to the targeted samples

Analyze data from the questionnaire, and make transcription to the unstructured interview conducted

Conducting an unstructured interview to 10 samples

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3.5 Data Analysis

The results from the completed questionnaire will then be analyzed and the results will be

tabulated. After that, the results will be summarized into descriptive statistic, in which the

results are measured into percentages. For the information gathered from the unstructured

interview, the transcription scripts will be read, and notes will be taken.

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Research Questions Instruments Method of Analysis1) What are the

tendencies of ESL students to code mix in their daily conversation?

a) Survey questionnaire Section B – 9

items

- Descriptive statistic- The data is analyzed

based on the percentage of the chosen answers by the respondents (Multiple choice questions)

2) What are the students’ preferences of code mixing in Malaysia?

a) Survey questionnaire Section B – 9

items

b) Unstructured interview (Questions are prepared spontaneously)

- Descriptive statistic - The data is analyzed

based on the percentage of the chosen answers by the respondents (Multiple choice questions)

- Reading and transcribing

- Identifying themes

3) How do ESL students react to code mixing in conversation?

a) Survey questionnaire Section B – 9

items

b) Unstructured Interview (Questions are prepared spontaneously)

- Descriptive statistic - The data is analyzed

based on the percentage of the chosen answers by the respondents (Multiple choice questions)

- Reading and transcribing

- Identifying themes

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Table 1.1: Method of Data Analysis

Appendix

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QUESTIONNAIRE

EDU 702 – RESEARCH PROPOSAL

Topic:

A Study on Code Mixing Among ESL Students in UiTM, UniSel and Multimedia University

The purpose of this study is to identify the ESL students’ preference regarding Code Mixing or “Bahasa Rojak” in daily conversation. This questionnaire consists of three (2) sections; Section A and Section B, adapted and adopted from studies by Dong Wenjing, retrieved from http://survey.askform.cn/109192-177924.aspx. Please complete ALL questions. Thank you for your cooperation.

Section A - Demography

1. Gender Male Female

2. Age 18 - 20 21 - 23 24 and above

3. Years of learning English

5 – 10 years 10 – 15 years 15 years and above

4. First language : (Please indicate your first language) ______________________________________

Section B – ESL Students’ tendency and preference on Code Mixing in conversation

5. How often do you code mix in your daily conversation?a. Oftenb. Sometimesc. Seldomd. Never

6. When you code mix, it is usually for….a. A whole clauseb. A clausec. A complete phrased. Just a few words

7. What is your purpose to code mix? (You can choose more than one answers)a. Emphasizing thingsb. No matching wordsc. Language limitationd. Social belonging

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e. Other: (Please specify) _________________________________________

8. In your opinion, which factor most leads to code mix in conversation?a. Linguistic elementsb. Situational factors (participants, setting, topics)c. Social identityd. Easier to retrieve words from your braine. Others: (Please specify) ________________________________________

9. In your opinion, is it relevant for people to code mix in their conversation?a. Absolutelyb. Informally, yes.c. Depends on situationd. Not relevant at all.e. Others: (Please specify) ________________________________________

10. Do you think code mix is harmful to your English? a. Yes: (Please indicate) ____________________________________________b. No: (Please indicate) _____________________________________________

11. Do you think code mix is harmful to your mother tongue, which is Bahasa Melayu?a. Yes, it is harmful because (Please specify) ________________________________

__________________________________________________________________b. No, it is not harmful because (Please specify) ______________________________

__________________________________________________________________

12. Is Malay-English code mixing helpful to your English? (You may choose more than one answer )a. Yes, it increases my confidence in speaking Englishb. Yes, it helps me memorize English words effectivelyc. No, (Please specify) _____________________________________________

13. Which of the following applies to you?a. Code mixing contributes to my English language learningb. Code mixing interferes my English language learning c. Code mixing has nothing good or bad to my English language learning

Thank you

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REFERENCES

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Jordaan, H. (2008). Clinical Intervention for Bilingual Children: An International Survey. Folia Phoniatrica et Logopaedica , 97-105.

Ariffin, K., & Husin, M. S. (2011). Code-switching and Code-mixing of English and Bahasa Malaysia in Content-Based Classrooms: Frequency and Attitudes.The Linguistics Journal, 5(1).

Bishop, M. M. (2007). The role of language codeswitching in increasing advertising effectiveness among Mexican-American youth.

Bishop, M. M., & Peterson, M. (2010). The impact of medium context on bilingual consumers' responses to code-switched advertising. Journal of Advertising, 39(3), 55-67.

Choy, W. F. (2011). Functions and reasons for code-switching on facebook by UTAR English-Mandarin Chinese bilingual undergraduates (Doctoral dissertation, UTAR).

Gaudart, H. 1992. Bilingual education in Malaysia. Townsville, Australia: JamesCook University. [South East Asian Studies Monograph No. 33.]

Gómez Cerdeño, T. (2010). The use of foreign words as a persuasive tool in Marketing discourse: the cultural stereotype of Global English in Spanish print advertising (Doctoral dissertation).

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Hashim, A. (2010). Print advertisements in Malaysia. World Englishes, 29(3), 378-393

Holmes J.(1992). Code-switching or code-mixing. Language Choice in Multilingual Communities. An Introduction to Sociolinguistics (p.41-52). United Kingdom, UK. Longman Group UK Limited 1992.

Leung, C. H. (2010). Code-mixing in print advertisement and its cultural implications in Hong Kong. European Journal of Social Sciences, 12(3), 417-429.

Lowi, R. (2005). Codeswitching: An Examination of Naturally Occurring Conversation. In ISB4: Proceedings of the 4 th international symposium on bilingualism (pp. 1393-1406)

Anuar, A. F., & Abdul Hamid, B. (2014). Malay-English Alternation Insertion at Morphological Level In Facebook Among University Students. International Conference of Humanity Sciences and Education ICHE2014. Kuala Lumpur, Malaysia: worldresearchconference.com.

Meyerhoff M. (2011). Code Switching and Code Mixing. Multilingualism and Language Choice.(2nd ed.) Introducing Sociolinguistics (p.120). London and New York, NY. Routledge, Taylor & Francis Group.

Nair‐Venugopal, S. (2000). English, identity and the Malaysian workplace. World Englishes, 19(2), 205-213.

Nilep, C. (2006). Code switching in sociocultural linguistics. Colorado research in linguistics, 19, 1-22.

Preshouse, A. (2001). Where you going ah?. English Today, 17(1), 46-53.

Rajadurai, J. (2004). The faces and facets of English in Malaysia. English Today, 20(4), 54-58.

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Mohd Shah, P., & Ahmad, F. (2007). A Comparative Account of the Bilingual Education Programs in Malaysia and the United States. GEMA Online Journal of Language Studies , Vol. 7(2).

Harian Metro (2011). Menangani Isu Bahasa Rojak. Retrived from http://www2.hmetro.com.my/myMetro/articles/Menanganiisubahasarojak/Article/index_html, on 23rd June 2015.

Dong Wenjing (n.d). Questionnaire on How Bilingual Perceived Code. Retrieved from http://survey.askform.cn/109192-177924.aspx on 5th May 2015.

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