Code-switching is a phenomenon in which individuals alternately use two different languages in their written or spoken communications. This study focuses on code-switching in French language classes in Iran. Specifically, the study examines code-switching between French, the target language, and English, the helping language. The primary aim of this research is to investigate the impact of code-switching between English and French on improving the oral production of Iranian learners in French classes. The hypothesis of this study is that code-switching can act as both a facilitator and an accelerator for the oral production of language learners. To collect quantitative data, a questionnaire with both closed and open-ended questions was used. The sample consisted of 121 learners who were familiar with English and were currently learning French. Open-ended questions helped in identifying patterns and themes within the data. Subsequently, the data were analyzed using descriptive statistics and partial least squares structural equation modeling. The results indicated that code-switching has a significant impact on the learning and oral production of language learners. Future research could focus on analyzing the factors affecting key variables, exploring indirect relationships, employing qualitative methods, comparing with other models, and providing practical suggestions to enhance teaching and learning methods.