English instructors in Malaysian universities have varying perceptions towards code switching, a practice commonly used in English as a Second Language (ESL) classrooms. This research aims to discover how ESL lecturers in Malaysian universities practice code switching and how they perceive its usage. Employing a mixed-method approach involving online questionnaires and telephone interviews, the study collected responses from 56 lecturers in both public and private Malaysian universities. The findings of the study revealed that the instructors generally hold positive insights towards adopting code switching in the ESL classroom. They believe it to be relevant and necessary, especially considering the diverse contexts and situations encountered in language learning. The study also showed that the impact of code switching on ESL learning can be both advantageous and detrimental, depending on the specific situation in which it is employed. To conclude, this research suggests further investigation opportunities in this area.

Purpose of the study: The objective of the study was to analyze the perceptions of tahfiz students in understanding the meaning of the verses and their knowledge of the Arabic language syntax and morphology in memorizing the Qur’an. Design/methodology/approach: For this article, the study sample is comprised of 30 tahfiz students at the Azhar Institute of Qiraat in Shobra, Cairo, Egypt. They were chosen as a minimum sample of 30 population tahfiz students who had followed an Arabic Course in Malaysia. The survey method uses a Likert scale-based questionnaire which measures the levels of understanding among tahfiz students, which includes the overall mastery of Qur’anic understanding and the structure of the Arabic language’s syntax and morphology. The data were then analysed using IBM SPSS Statistics to identify the mean values of each item. Findings: The results of this study reveal that the level of understanding of Arabic grammar and morphology of the Qur’an amongst tahfiz students is high. Research Implications: This study recommends to explore the possibility of establishing a curriculum framework that gives provision for the Arabic language to be mastered by students in tahfiz institutions. Once this curriculum is implemented, the tasks of Qur’anic educators will be made easier. Social Implications: The study throws light on the integrated approach in memorizing the Qur'an will produce tahfiz students who are able to master the memorization effectively. Originality/Value: Only a very few have examined the proficiency of the Arabic language and its function to the ḥuffaz in memorizing the Qur'an effectively. Most of the issues often faced by ḥuffaz who are non-native Arabic speakers are closely related to their mastery, or lack thereof, of the Arabic language. Since memorizing the Qur’an involves proper understanding of the purpose and structure of the language, there is a need to carry out a study concerning the same.