Nouar, ChahrazadHiouani, Amira Sarra2024-10-232024-10-232024http://dspace.univ-oeb.dz:4000/handle/123456789/20229Code switching and mixing are common behaviors among bilingual and multilingual individuals. The present study aims to explore the potential impact of psychosocial factors on code switching and mixing patterns among students of English, and to investigate the relationship between the students’ psychosocial states, code switching and mixing patterns, and identity. It also aims to inspect into the influence of the interplay between the learners’ psychosocial facets and its implications on their communication and language choice. In order to achieve the aforementioned aims, a qualitative approach is conducted, using narrative interviews, participant observations, and semi-structured interviews as research tools, taking into consideration the research questions and the privacy of the participants. Through the use of purposive sampling, seven participants were selected from three different levels. Using NVivo, thematic analysis was conducted to ascertain different themes relating to psychosocial aspects, communicative patterns, and identity shaping the code switching and mixing habits of the participants involved. The findings of this study involved the emergence of seven themes, which highlighted different psychological, social, and psychosocial factors and their role in the production of code mixing in particular. They primarily included fidelity to the original meaning, habituation, lexical gap switching, casualness, religious language and semantic precision maintenance, and emotional expressions. The findings also highlighted the interplay between these aspects, the code-mixing habits, and participants identities further drawing upon their language choice and commination. It was discovered that code mixing was much more prevalent within the community than code switching. Thus, the aspects practically shaped code-mixing patterns to a large extent in relation the participants’ identities, social contexts and relationships. These findings help in the comprehension of considering both the psychological and social factors that impact learners’ language behaviors and to promote the practice of using of code mixing in EFL classrooms among teachers and learners in order to create a comfortable and interactive learning atmosphere.enOther