Psycho-Sociocultural Determinants of Code-Switching among Igbo- Speaking English Language Undergraduates in Southeastern Region, Nigeria

The present investigation aimed to ascertain the psychological, social, and cultural determinants propelling code-switching behaviours among Igbo-speaking English Language undergraduates in the southeastern region of Nigeria, as perceived by students enrolled at Nnamdi Azikiwe University, Awka, in Anambra State, and Alvan Ikoku Federal University of Education, Owerri, in Imo State, Nigeria. Employing a quantitative descriptive survey research design, the study comprised the entire population of regular Igbo-speaking English language students from the aforementioned region, with a sample size of 735 participants selected through a multi-stage sampling technique. Guided by four research questions and two null hypotheses, data were collected utilizing a 34-item researcher-structured questionnaire entitled the Psycho-sociocultural Determinants and Code-switching Questionnaire (PDCQ). The validity of the instrument was established through extensive use of relevant literature and also peer-reviewed by experts in English, Research Methods, and Psychology all from the Faculty of Education at Nnamdi Azikiwe University, Awka. The reliability of the instrument was established using Cronbach's alpha coefficient (α = 0.76). Analysis of the research questions relied on measures of central tendency and dispersion, while Simple Linear Regression was employed to test the hypotheses. Findings unveiled a prevalent pattern of code-switching among undergraduates, attributed to a complex interplay of psychological, social, and cultural incentives, including the desire to foster solidarity and belongingness within diverse social circles, the conveyance of bilingual prestige, and the authentic expression of personal identity and ideas. In light of these findings, recommendations were proffered for governmental, policy-making, and university administrative entities to collaborate in formulating inclusive language policies that acknowledge and respect the cultural diversity of students, thereby fostering an educational milieu that is both inclusive and culturally attuned.