SUMMARY
This research yields a review on demotivation among students due to poor language skills resulting in less participation in classrooms. It provides code-switching, the alternating use of languages in the discourse, as a solution to this problem. It is mixed-method research in which the data was collected from university teachers and students on a survey. The study followed Fairclough’s model of Critical Discourse Analysis and helped reach conclusions regarding the use of code-switching in classes. It finds out that our university teachers are already using code-switching in their classes to help reduce foreign language anxiety and motivate learners towards learning. The study also highlighted the possible harm code-switching may bring to the students: students suffer in the long run due to their reliance on the usage of code-switching, and this complete dependency ultimately results in poor language skills development. Thus, the study recommends that teachers be careful and judicious in the use of code-switching in classes and that too only in the initial phase of university education.