The study investigates the myths of conversational code-switching that have all been established connections with EFL/ESL learning. Thus, extreme code-switching that largely affects students’ EFL/ESL learning emanates from misconceptions. Particularly, at the university level, these misconceptions are believed to be longstanding and sowing seeds of skepticism from using English. The purpose of the study is therefore to minimize the likeliness of code-switching. In spite of its pros and cons, students recognize it as always advantageous; however, this hasn’t been proven true. The objectives of this study are then ultimately to investigate the myths that force students to enthuse code-switching. Moreover, it is to analyze teachers’ pedagogical dilemmas in the area and the relationship between students’ myths with their gender. Thus, this trendy practice needs to be shifted at least in the universities. For this investigation the study uses sixty-two(n= 62) first year students and six (n=6) EFL/ESL teachers. In effect, mixed-method (i.e., qualitative followed by quantitative) has been used to interpret data findings. Moreover, the study utilized three instruments: closed and open-ended questionnaire with unstructured interviews. The SPSS software has been used to compute the data of the closed-ended questionnaire. Based on the exploratory sequential analysis, the finding there fore indicate teachers are under persistent pressure from the dichotomous theoretical views, i.e., for vs. against code-switching. They indicate that students largely code-switch during oral communication due to lack of vocabulary. Moreover, students male, 33 % and female, 62.5 % believe that good teachers code-switch or explain the lesson in their L1 during EFL/ESL instructions. Finally, the study ends with recommendations and educational implications: teachers should bestow intellect, patience and expertise by respecting linguistic rights in the act of enhancing FL/SL proficiency.
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