Andrew Sampson states that the complete ban on native language is detrimental to some extent, suggesting that code-switching between native language and English, in the part of a good control strategy, is useful for academic purposes and even for communication purposes concluding: "The results of this study suggest that code-switching is not necessarily related to the ability level of learners and rarely signals a reluctance to communicate in L2, but rather serves communicative functions in the classroom such as expressing equivalence, discussing procedural issues. , hold ground, reiterate concepts, and form group relationships” (302). Code-switching not only improves the learner's English proficiency, but also allows students to learn. In most cases, the English language is aimed at English-speaking students at L2 or L3 level. Therefore, teachers should help non-English speaking students code-switch in their communications. Code switching would improve the learner's ability to identify their errors and correct them while continuing to learn English. At the same time, if possible, teachers can use code switching to illustrate particular concepts and topics. That is, teachers themselves can use the learner's L1 or any other language to explain concepts or provide examples about the learner's L1 subjects. However, teachers should avoid using overly simplistic English words and vocabulary. Indeed, such an approach would not help the learner to improve their English..