Polytechnic University of The Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 2
Philippine Copyright 2022

by the Author
and the College of Education
Polytechnic University of the Philippines
All rights reserved. Portions of this manuscript may be reproduced with and due
acknowledgment of the author.
THE PERCEIVED DOMINATING IMPLICATIONS OF

CODE-SWITCHING IN THE ENGLISH CLASSROOM
AMONG ENGLISH LANGUAGE EDUCATION LEARNERS
OF THE POLYTECHNIC UNIVERSITY OF THE
PHILIPPINES
A Thesis Proposal
Presented to the Faculty of College of Education
Polytechnic University of the Philippines
Sta. Mesa, Manila
In Partial Fulfillment of the Requirements for the Degree

Bachelor of Secondary Education Major in English
By
Kimronette N. Amoyo
Abner S. Cataina
Epifanie Jobelle B. Ledoma
Catherine S. Magalang
Ram Angelo C. Ramirez
Rica L. Romero
September 2022
CERTIFICATION AND APPROVAL SHEET
ii
ACKNOWLEDGEMENTS
It requires an enormous amount of effort and determination to accomplish this
study. The challenge posed by the pandemic invigorates the researchers' perseverance,
determination, patience, and enthusiasm. The triumph of this study is not possible without
the utmost dedication of the individuals who collaborated to maximize the capability and
potential of this study.
The researchers uses this opportunity to express their deepest gratitude to
everyone who supported and guided them through the course. The researchers are also
thankful for the guidance, valuable criticism, and friendly advice during the research
process.
First and foremost, to Almighty God for entrusting the researchers with the
continued strength and wisdom that enables them to have a productive and successful
research process.
To Dr. Sherry Ann C. Medrano, our research adviser, for her ceaseless support,
guidance, presence, valuable advice, and empathy during the whole period of the study.
Her faith and trust inspire the researchers to strive more and persevere in producing a
promising research outcome.
To the dean of the College of Education, Dr. Minna L. Comuyog, for her
profound effort and support in giving us helpful recommendations that help expedite our
research study process.
To the Chairperson of the Department of Elementary and Secondary Education
(DESED), Dr. Daizylyn Palillo, for her overwhelming guidance.
iii
To the validators,Dr. Saturnina Gomez, Ms. Danielle Louise G. Ayun, and Ms.
Sherlyn Saspa for their help in improving the research instrument and for their time and
effort to give valuable advice, criticism, and suggestion that helps strengthen the study.
To our statistician, Mr. Ville Andrei Vilanio who exerted his incalculable time
and effort to help us interpret the data we acquired during the data gathering procedure.
His statistical expertise was invaluable during the analysis and interpretation of the data.
The researchers are extending their sincere gratitude to the respondents who
share their time and effort to answer the questionnaire without hesitation.
To the family of the researchers for their encouragement, generous support,
and never-ending love during crucial times. Their unending support in terms of finances
made the success of the research possible.
To their good friends, for lending their sympathetic ears and encouraging the
researchers to acknowledge their individual capabilities.
iv
CERTIFICATION OF ORIGINALITY
This is to certify that the research work presented in this thesis titled, THE PERCEIVED
DOMINATING IMPLICATIONS OF CODE-SWITCHING IN THE ENGLISH CLASSROOM
AMONG ENGLISH LANGUAGE EDUCATION LEARNERS OF THE POLYTECHNIC
UNIVERSITY OF THE PHILIPPINES for the degree Bachelor in Secondary Education Major
in English at the Polytechnic University of the Philippines embodies the result of the original
and scholarly work carried out by the undersigned. This thesis does not contain words or ideas
taken from published sources or written works that have been accepted as the basis for the
award of a degree from any higher educational institution, except when proper referencing and
acknowledgment were made.
Amoyo, Kimronette N.
Cataina, Abner S.
Ledoma, Epifanie Jobelle B.
Magalang, Catherine S.
Ramirez, Ram Angelo C.
Romero, Rica L.
September 2022
Date Signed
v
ABSTRACT
Title : THE PERCEIVED DOMINATING IMPLICATIONS OF CODE-

SWITCHING IN THE ENGLISH CLASSROOM AMONG
ENGLISH LANGUAGE EDUCATION LEARNERS OF THE
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Researchers : Kimronette N. Amoyo

Abner S. Cataina
Epifanie Jobelle B. Ledoma
Catherine S. Magalang
Ram Angelo C. Ramirez
Rica L. Romero
Degree : Bachelor of Secondary Education Major In English
Institution : Polytechnic University of the Philippines
Year : 2022
Adviser : Prof. Sherry Ann C. Medrano, DEM
In the Philippines, code-switching is a widely practiced method of communication.
According to a number of research on code switching, this linguistic phenomenon is used
by various groups for varieties of reasons and in a wide range of contexts. Code-switching
is a phenomenon that happens in multilingual societies where people have the opportunity
to use two languages for communication.
This research study is primarily conducted for the sake of the bilingual or
multilingual learners who practice code-switching inside a language classroom. The
researchers aimed to analyze the level of implication of code-switching to three of the skills
of the English Language Education (ELE) Learners according to their perception:
comprehension skills, language skills, and communication skills. A total of 156 ELE
learners have responded to the survey that the researchers had conducted. The study is
a descriptive research.
vi
The researchers utilized the Slovin formula and Spearman Correlation to interpret
the collected raw data. The result shows that language skills has significant implications,
which means majority of the respondents agree that switching codes affects their
language learning. When it comes to the significant effect of how frequent the ELE learners
switch code, the result shows that there is a significant effect to their comprehension skills
because most of them switch code to relate background knowledge to a newly learned
lesson. In terms of year level and the code-switching method to language skills of the ELE
learners, the researchers found a substantial correlation.
Keywords: Code-switching, Language, Comprehension, Communication, Englsih
vii
TABLE OF CONTENTS
Page
Title Page i
Certification and Approval Sheet ii
Acknowledgements iii
Certification of Originality v
Abstract vi
Table of Contents viii
List of Tables x
List of Figures xii
Chapter 1 The Problem and Its Setting

Introduction 1
Theoretical Framework 10
Conceptual Framework 13
Statement of the Problem 14
Scope and Limitations of the Study 15
Significance of the Study 16
Definition of Terms 18
Chapter 2 Review of Literature and Studies
Relationship of Bilingualism and Code-switching 21

Nature of Code-switching 23
Relationship of Bilingualism and Code-switching 25
Reason for code-switching 26
Code-switching and Communication Skills 28
Code-switching and Language Skills 29
Code-switching and Comprehension Skills 31
Contrasting Theories on Code-switching 32
Chapter 3 Methodology
Method of Research 35
Population, Sample Size, and Sampling Technique 35
Description of Respondents 36
Research Instrumentation 37
Data Gathering Procedures 39
Statistical Treatment of Data 40
viii
Chapter 4 Results and Discussions
Profile of Respondents 42
Academic Performance of the ELE learners 43
Level of implication of code-switching approach to the skills 54
of the English Language Education learners
Frequent do the respondents switch code during English 59

Language Education
Significant implication of code-switching approach to the skills 62

of the English Language Education
Chapter 5 Summary of Findings, Conclusion, and Recommendations
Summary of Findings 67
Conclusions 70
Recommendations 73
References 76
Appendices
Appendix 1 Research Instrument 1 84

Appendix 2 Evaluation Form for the Survey Questionnaire 108
Appendix 3 Certification of Validation 111
Appendix 4 University Research Ethics Clearance 114
Biographical Statement 115
ix
LIST OF TABLES
LIST OF TABLES
Table Title Page
1 5-Scale Likert Scale 38

2 Frequency and Percentage Distribution of the 42
Respondents when Group
According to Year Level
3 Polytechnic University of the Philippines Grading System 43
Table
4 Academic Performance of the 1st year ELE Learmers in 44
Introduction to Linguistics
5 Academic Performance of the 1st year ELE Learmers in 45
Language, Culture and Society
6 Academic Performance of the 2nd year ELE Learmers in 46
Children and Adolescent Literature
Language Learning Material Development

Language Programs and Policies in Multilingual Societies
Teaching and Assessment of the Macro Skills
Teaching and Assessment of Grammar
11 Academic Performance of the 3rd year ELE Learmers in 51
Campus Journalism
Survey of English American Literature
Contemporary, Popular and Emergent Literature
Mythology and Folklore
15 Academic Performance of the 4th year ELE Learmers in 56
Remedial Instruction
16 Level of Implication of Code-switching to Comprehension 57
Skills
17 Level of Implication of Code-switching to 59
LanguageSkills
18 Level of Implication of Code-switching to Communication 60
Skills
x
19 Frequency of Code-switching of the ELE Learners: 61

Comprehension Skills
Language Skills
Communication Skills
22 Spearman correlation test for significant implication 64
between year level and code-switching approach to the
skills of the English language education
xi
LIST OF FIGURES
Figure Title Page
1 Independent Variable – Dependent Variable (IV-DV)

Model for the Perceived Implications of Code-switching 13
to the Skills of the English Language Education Learners
xii
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Code-switching is a phenomenon that exists in bilingual and multilingual
societies where people have the opportunity to use two or more languages to
communicate. According to the definition of code switching, it is the alternation of two
languages within a single discourse, sentence, or constituent (Jamshidi &
Navehebraim, 2013). For instance, this can be a shift between Filipino and English.
There can also be other pairs or combinations of two or more different languages such
as Chinese and Filipino; Arabic and Chinese; Spanish and English, and many more.
Code-switching is a prevalent practice in the Philippines. According to a
number of research on code switching in the Philippines, this linguistic phenomena is
used by various groups for a variety of reasons and in a wide range of contexts.
According to the study of Martin (2014), several research studies show that code-
switching is evident to varieties of context. These studies include Azores’ (1967) study
on English and Tagalog elements in a biweekly newspaper; Bautista’s (1979) study on
code switching on radio drama, broadcast, and email messages; Dayag’s (2002)
analysis on print advertisements; and Pascasio’s (1978) study on code switching in
business.
Given that English is one of the most widely spoken second languages in our
country, it is not surprising that Filipinos occasionally switch between the two
languages, especially those from the educated class who find English to be useful and
effective. According to Kachru (2005), English, which is seen as a functionally native

language by the educated class, is one of the languages that rule Philippine society. In
fact, the mixing of the English and Filipino languages gave rise to the name "Taglish,"
which is now widely used in everyday speech among Filipinos. Thompson (2003)
frequently observes this phenomenon in television advertisements, public interviews,
radio shows, basketball commentaries, and other media sites and later describes the
prevalent use of Tagalog and English code switching as “Taglish.” Bolton (2003) also
argues that this preponderance of “Taglish” in Manila and in other provinces makes
code switching ‘the unmarked code of choice’. This phenomenon usually occurs when
two or more languages are used in a single conversation and the speaker uses a certain
form of speech to adjust the language they are using depending on the situation.
For academic institutions, the decision to adopt code-switching in the
classroom is an essential choice. In the Philippine Educational System, Teachers are
mandated to teach their students in the English language. However, this becomes
debatable, especially in an academic setting. Martin (2014) explained that code
switching, also referred to as pedagogic code switching or classroom code switching in
Philippine classroom discourse, has become a difficult issue since Filipino teachers are
only required to use the English language in content courses such as Mathematics and
Science in addition to English as prescribed by the Bilingual Education Policy.
Consequently, students are expected to graduate or complete language courses with
higher levels of competency in the use of English.
In this perspective, code-switching was considered to be a form of teaching
strategy. According to Nomlomo (2007), code-switching is a strategy which the
teachers use to facilitate learning when there is a mismatch between the medium of
instruction and the learners’ home language, that is when the learners cannot cope with
the language of instruction. In light of this, it is reasonable to argue that bilingual people
have the ability to code-switch and use their languages as tools to find more efficient
ways to communicate.
As explained by Bautista (2004), bilingualism happens when Filipino children
acquire Filipino simultaneously with English. Thus, code-switching and borrowing is a
natural occurrence in the Philippine context. Additionally, words that are borrowed from
English as well as code-switching between Filipino and English are born out of
necessity. According to Durano (2009), It is an avoidable alternative used to teach new
concepts, to introduce new ideas in curricular subjects where the supposed medium of
instruction is English. However, code-switching is a polarizing topic among educators;
although some teaching strategies include the advantages of mother tongue
interference, others believe it should be prohibited since it can impede students' second
language acquisition.
In 1988, an evaluation of the Bilingual Education Policy (BEP) was published
by Gonzalez and Sibayan (1988) and one of the major conclusions was that, after
eleven years of the BEP, students' levels of learning achievement had clearly declined.
This decline, however, was most likely caused by the general decline in other
educational inputs rather than just the BEP's implementation. The Philippine
educational system is mandated to adhere to the BEP language policy, which
mandates for the use of both Filipino and English as the mediums of instruction to
promote learning among Filipinos. According to Smolicz & Nical (1997), the BEP's
politically entrenched idea that only English and Filipino can promote learning among
Filipinos and articulate their national identity is challenged by the institutionalization of
Mother Tongue-Based Multilingual Education (MTB-MLE).

In relation to the BEP Policy, MTB-MLE is a language policy that helps the
young learners to be fluent with their mother tongues, however it also assists them to
be fluent in their second language. According to Malone (2016), this policy enables
children to begin formal education in their mother tongue and finish it in a more
dominant language.
Today, the BEP policy is still blamed for students' subpar academic
performance, particularly for their poor language skills. Sibayan (2000) claimed that the
BEP is still held responsible for the declining English proficiency of Filipino students as
well as their poor proficiency of the Filipino language. In fact, Sibayan (2002) even went
so far as to say that a generation of semi-linguals is mostly blamed on the BEP. This
decline, however, was most likely caused by the general decline in other educational
inputs rather than just the BEP's implementation. In view of this, Sibayan (2000)
claimed that the BEP is still held responsible for the declining English proficiency of
Filipino students as well as their poor proficiency of the Filipino language. In fact,
Sibayan (2002) even went so far as to say that a generation of semi-linguals is mostly
blamed on the BEP.
Nevertheless, code-switching is still widely used in classrooms all around the
world, particularly where a second language, such as English, is used as a medium of
classroom instruction. As per Norrish (2007), pedagogic code-switching is the switching
between two or more linguistic codes to facilitate the acquisition and/or comprehension
of a concept or metalinguistic element as the structured in the continual progression of
the structured or unstructured learning event. Similar to the definition of pedagogic
code-switching given by Norrish (2007), Lin (2008) also provided a definition for
classroom code-switching, which specifically refers to the alternating use of more than
one linguistic code in the classroom by any of the classroom participants, including
teachers, students, teacher assistants, etc.
The academic use of code-switching is an inevitable phenomenon inside a
bilingual classroom. It can have a more complex and random effect depending on how
it is handled in a specific classroom context. Some potential factors can possibly create
various outcomes, which may or may not be useful to the student's learning process.
Thus, numbers of research studies had been conducted to explain its function, reasons,
and implications to users. However, there are contrasting findings – whether code-
switching is beneficial to language learners or not.
For a diverse range of reasons, code-switching has been demonstrated by
some researchers to be an effective tool for student academic learning. As stated by
Dante, R. et al. (2016), code-switching is a strategy that English language teachers use
favorably. Besides that, students use this as a continuous means of expressing their
thoughts and ideas. According to Probyn's (2010) research study, "Code-Switching and
Students' Performance in English," code-switching makes classroom instruction more
efficient because teachers don't have to spend as much time trying to explain concepts
to students or looking for the most precise words to help them understand. Following
in the footsteps of Probyn, a study by Svendsen (2014), titled "The Influences of Code-
switching in the Second Language Classroom in connection to Language
Development" also shows a positive use of code-switching as it implies that both
teachers' and students' use of code-switching can be a beneficial language strategy.
While there are researches that substantiate code-switching as an effective
tool for improving student's learning process and as a useful teaching strategy for
teachers, there are also researches that contradict and debunk these ideas. In a case
study by De Castro, G. et al., (2021) titled "The Effects of Code-switching to the
Communicative Competence of 21st Century Learners: A Case Study," it was found
that code-switching significantly affects the 21st century learners’ communicative
competence in speaking English negatively. The students may have conveyed their
ideas, but that was not enough to improve their level of communicative proficiency in
speaking English. In a similar vein, Mesilla (2009) confirms in one of his research
studies that Mathematics teachers' code-switching was said to have a negative effect
on students' learning. According to his analysis, teachers' code-switching caused
students to become confused, which negatively affected how well they absorbed the
lesson. In accordance with Messilla's 2009 analysis of one of his research studies,
Baker's (1998) assertion regarding pedagogic code-switching is an accurate
interpretation to support Messilla's (2009) assertion. Baker's (1998) addressed a
similarly unfavorable outcome of pedagogic code-switching by stating that using a
native language to fill the stopgap or avoid the communication gaps may result in a lack
of fluency in the target language
With all of these findings, it's clear that pedagogic code-switching has both
positive and negative effects on a student's learning process. On the positive side, it
increases student participation and comprehension in the classroom. On the negative
side, it does not help learners improve their English proficiency and communicative
competence in using the second language.
Although some studies claim that using code-switching in an academic setting
has only one overriding effect, other studies have shown that it can have both positive
and negative effects on students' learning. Simasiku L. (2016) conducted a study with
the title "The Impact of Code Switching on Learners' Participation during Classroom
Practice," and it was found that English as a Second Language (ESL) teachers have
seen both good and negative effects of code switching on students' participation in
class. Based on the study, among the negative effects mentioned were learners' poor
use of English, their inability to respond in English, and their inability to express
themselves in English. Furthermore, the teachers who observed the benefits of code
switching claimed that students had a better understanding of English grammar rules
and vocabulary.
With respect to all points mentioned above, it may be suggested that code
switching in a language classroom has a large number of implications that can be
considered. However, it is also important to explore the perception of the learners
towards code-switching as a teaching strategy. According to the findings of recent
studies, students have favorable and positive perceptions towards code-switching,
according to the salient findings of recent studies. The recently published research
study of Elias N. (2022) is one excellent example. In the study titled "ESL Learners'
Perceptions of Code-Switching in The English Language Classroom," it is revealed that
learners' perceptions of code-switching were generally positive, proving that it can
contribute to effective and high-quality teaching and learning. Similar to the findings of
the recent research study led by Elias N. (2022), students also believe that code-
switching is an effective teaching strategy for teaching English in the classroom,
according to a qualitative research study done by Yana and Nugraha (2019) titled
"Students' Perception on the Use of Code Switching in English Classroom."
In contrast to how learners perceive pedagogic code-switching, numerous
linguists and researchers refute this idea and claim that code-switching can have
adverse implications on students. Besides, one of the major challenges in pedagogic

code-switching is the issue with children learning a new language, and the question of
whether this can actually affect students' academic performance in the classroom.
Baker (1995) responds to this question by stating that if a child switches from a minority
language to a majority language, his or her academic performance may suffer. That is,
if the child believes that their minority language, parents, home, heritage, and culture
have been rejected, they may feel dislocated, have low self-esteem, and lack academic
self-confidence.
Another negative perception of using pedagogic code-switching in classrooms
is that it can confuse students, especially those who do not have a thorough
understanding of their second language of instruction. According to Palmer (2009),
many multilingual speakers regard code-switching as a sign of language inadequacy
or weakness, and many bilingual teachers make an effort to prevent it from happening
in their classrooms. The issue with code-switching, according to Palmer, only occurs
when one person is unfamiliar with the definitions of the terms or expressions used
across all languages. Palmer regarded the practice of pedagogic code-switching
negatively and emphasized how a learner's lack of familiarity with words and definitions
can result in much more pervasive misunderstandings.
In line with this, Kaschula and Anthonissen (1995) also described code-
switching in their study as a sloppy use of language that is regarded as a corruption of
their mother tongue and an indication of the speaker's language deficiency.
Furthermore, Kaschula and Anthonissen explained that code-switching is a type of
skilled performance that occurs on a regular and systematic basis in all multilingual
communities.
In light of the assertions made by Kaschula and Anthonissen (1995) about
code-switching, particularly the mentioned skilled performance that occurs on a regular
and systematic basis in all bilingual and multilingual communities, the researchers
decided to expand their investigation into the implications of pedagogic code-switching
in classrooms. However, the investigation will be grounded solely on a set of three
domain skills that will be used to assess the level of implications of code-switching to
ELE learners. Moreover, the aforementioned studies are what prompted the
researchers to conduct the study of code-switching with the hope that it will shed light
to the occurring phenomena in the field of language. This research study will measure
the level of implication of code-switching using the three skills that are commonly
involved when people use code-switching: comprehension skills, language skills, and
communication skills. This research will measure how code-switching affects each skill,
and how code-switching affects the academic performance of its users. With that said,
this study may put an end to the unending contradicting notions of code-switching and
its implications to the learners.

Theoretical Framework
The phenomenon of code-switching is not just a natural occurrence that is done
by bilingual and multilingual speakers, code-switching rather has significant
implications to its users. The purpose of this research study is to research the levels of
implication to the English Language Education (ELE) learners as they utilize code-
switching inside their English classroom. The researchers, however, have come up with
a more systematic method to measure the levels of implications of code-switching to
the ELE learners. The researchers have figured out that measuring certain skills of the
ELE learners that are directly affected by code-switching. Thus, the researchers have
utilized varieties of theories and studies to identify which skills can be measured to
make this research study more grounded. The theories and studies which will be
discussed below will serve as the foundation of this research study.
Communication Accommodation Theory (CAT) of Giles (1971) has been one of
the prominent theories pertaining to code-switching. The CAT is a theoretical
framework that focuses on interpersonal and intergroup communication. The
framework has a purpose of explaining the code-switching phenomenon as to why,
when, and how an individual adjusts their codes within a social interaction. It is therefore
identified that communication skills are affected when a bilingual/multilingual switch
codes. One’s communication strategy is adjusted in order to accommodate and to gain
convenience to the communication environment this bilingual is at. The ELE learners
of the Polytechnic University of the Philippines, on the other hand, are not excluded
from this communication accommodation process. Even inside the English classroom
where their medium of instruction is English, they tend to switch codes in order to gain
convenience for their communication skills. Code-switching is bound to happen within

their classroom simply because there are groups of bilinguals who share the similar
culture, societal norms, and values. This phenomenon is also agreed by a research
study conducted by Helatai (as cited in Masna 2020) which states that setting
influences the bilinguals to switch their language in spite of the social relation between
them. This supports that ELE learners are also subject to code-switch duly to the
environment that they have. In addition, according to the research findings of Masna
(2020), English Foreign Language (EFL) learners tend to code-switch to accommodate
the roles, relationships, selected topics, and interactions with their interlocutors. Thus,
the ELE learners regard code-switching as a useful strategy to help them convey their
ideas to be fully understood and be fully meaningful in the interaction process. This
notion means that regardless of the ELE learners’ prescribed language use, still they
code-switch to be fully understood by their fellow ELE learners.
Furthermore, different research studies are investigated by the researchers to
see if there are other skills than communication skills that may be affected by code-
switching. The researchers therefore found out that ELE learners also adjust their
language in order to gain convenience for their language skills. According to the study
conducted, Johansson (2013) and Bhatti et al., (2018) demonstrates that code-switching
supports ELE students in fully understanding grammar lessons, test instructions, and
difficult grammar concepts. It is inferred from the aforementioned studies that regardless
of the awareness of the language use restrictions, the language students still utilize
their L1 and L2 to aid such difficulties they encounter during their grammar class.
Having these said, language skills is considered as this study’s second ground to
measure, for a reason that code-switching impacts the language skills of the ELE
learners in a way that it may affect the L2 acquisition of the ELE learners.
There are studies that point out another involved skill when a bilingual switch
codes - Comprehension skills. In accordance with the study of Holmes (2001), he
proposed various reasons why bilingual switch codes, one of these reasons is to
“emphasize meaning”, a bilingual would tend to switch code to reiterate or to repetitively
stress the intended meaning of the message given to its interlocutor. this is for the
speaker to clarify things and for the receiver to completely understand the inferred
message originally given using L2. The observation of Holmes claims that code-
switching is utilized by the speaker to make their message more comprehensible if they
think their message using the L2 is unintelligible. Same process is done if an individual
does not understand a specific idea or concept, it tends to switch-code in order for it to
grasp the idea or concept in a much more comprehensive manner. A research study
conducted by Alang & Idris (2018) said that young adults in universities stated that
when L2 is used as the medium of instruction they enjoy the environment which boosts
their motivation to learn. Learners lose interest easily when they struggle to understand
the language especially when they are trying to understand the content of the lesson.
Apparently when L1 is utilized in the classroom the process of comprehending the
content of the subject is less complicated. It is concluded that code-switching is a tool
used by the language learners to easily understand the lessons they find difficult to
understand, this may imply that code-switching has an impact to the comprehension
skills of the ELE learners.
Considering all the investigated theories and studies, the researchers have
concluded that these three skills can best be utilized to measure the level of
implications of code-switching to the ELE learners: Comprehension skills, language
skills, and communication skills.

Conceptual Framework
The conceptual model that guided the researchers in conducting the study is
presented in Figure 1. This shows the conceptual model for the perceived implications
of code-switching to the skills of the English Language Education learners of the
Polytechnic University of the Philippines.
Figure 1
Independent Variable – Dependent Variable (IV-DV) Model for the Perceived

Implications of Code-switching to the Skills of the English Language
Education Learners
On the independent block are the level of switching code of the English
Language Education (ELE) learners and their frequency of switching codes inside the
English classroom. On the dependent variable block are the perceived implications to
the Comprehension skills, Language skills, and Communication skills of the ELE
learners as they switch codes inside the English classroom. The researchers aim to
determine the perceived implications of code-switching to the aforementioned skills of
the ELE learners. The research study also aims to determine any significant
implications to the involved skills of the ELE learners as they switch codes.
Statement of the Problem
This study aims to determine the implications of code-switching that the English
Language Education (ELE) learners acquire as they practice code-switching inside their
English classroom.
Specifically, it seeks to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1. Year Level
1.2. GWA on Major Courses
2. What is the level of implication of code-switching approach to the skills of the
English Language Education learners according to their perception in terms of:
2.1. comprehension skills;
2.2. language skills; and
2.3. communication skills?
3. How frequent do the respondents switch code during English Language Education
in terms of:
3.1. comprehension skills;
3.2. language skills; and
3.3. communication skills?

4. Is there a significant implication of a code-switching approach to the skills of the
English Language Education learners when grouped according to profile?
5. Is there a significant implication on the skills of the English Language Education
learners on how frequently they code-switch during English Language Education
sessions when grouped according to profile?
Scope and Limitations of the Study
This research study focuses on researching the implications of code-switching
to the selected skills of the English Language Education (ELE) learners according to
their perceptions. The skills that are involved are Comprehension Skills, Language
Skills and Communication Skills.
The research study furthers on measuring the academic performance, as well
as knowing how frequent the ELE learners switch code, in order to find whether there
is a significant relationship between these aspects and the code-switching itself.
The gathering of data is made possible through the use of survey
questionnaires. The responses came from all year levels of Bachelor of Secondary
Education Major in English of the Polytechnic University of the Philippines.
The limitations of this research study would be that it is solely focusing on
measuring the perceptions of the ELE learners of the Polytechnic University of the
Philippines, this study did not further on studying the perceptions of the teachers. The
researchers selected the ELE learners under the online classroom setup. The
researchers do not extend to the ELE learners under the correspondence mode for a
reason that they do not participate in the English classroom since their method of
learning is self-aided learning.

Furthermore, the measured skills are only limited to comprehension skills,
language skills, and communication skills. Other skills that may be related to code-
switching are not covered.
Significance of the Study
This research study on the perceived implications of code-switching of the
English Language Education (ELE) learners aims to be significant and beneficial to the
following:
Students. This research study is primarily conducted for the sake of the
bilingual/multilingual students who practice code-switching inside a language classroom.
The results of this research study would give them profound knwoledge with regards to
the levels of implication of code-switching to their skills: comprehension skills, language
skills, and communication skills. Henceforth, it will enable the students to either utilize
code-switching or not to maximize the potential of their comprehension skills, language
skills, and communication skills inside the English classroom.
Teachers. This research study is significant as well for the language teachers:
The teachers administer the classroom, thus, they have the power to whether or not
allow the practice of code-switching inside their language classroom. Upon learning the
results of this research study, the language teachers would acquire such newly found
knowledge that may help them on whether to allow code-switching inside their classroom
or not. This study could help the teachers utilize code-switching to maximize the
developments of the skills of the students as they facilitate the English classroom.
Educational Institutions. This research study can help local and
international institutions. The Local Educational Institutions can use this research study
as reference in implementing effective English classroom policies such as utilizing code-
switching in facilitating an English classroom. Local institutions may utilize the findings
of this research study to create efficient teaching strategies that capitalizes code-
switching as a medium of instruction. The findings of the study do not limit to Filipino-
English code-switching, it can be applicable to any combination of L1 and L2. Thus, the
International Educational Institution may also benefit from this research study as they
learn how code-switching affects the learners comprehension skills, language skills, and
communication skills. The international institution may also develop different strategies
to efficiently facilitate their language classroom.
Future researchers. This research study does not close doors for any
furthering, this research study may be used by the future research aspirants as a
springboard to their research on code-switching. The future research aspirants may use
this research study to support their own research project. Also, they may make a different
version of this research, focusing on other skills that may be involved in code-switching.
Existing literature on code-switching. A lot of research studies on code-
switching is already existing, however, most of them are outdated, many of these are
passed the ten (10) years validity. Henceforth, this research study is a new generation
of knowledge with regards to code-switching: It is a more grounded study on code-
switching because it measures specific aspects such as the comprehension skills,
language skills, and communication skills. This research study may give a new
perception when it comes to exploring code-switching.

Definition of Terms
For better understanding, the following terms were defined as used in the study:
BEP (The Philippine Bilingual Education Policy)
• Bilingual Education Policy refers to the separate use of Filipino and English as the
medium of instruction in particular subject areas. In accordance with this policy,
instruction in social studies/social sciences, music, arts, physical education, home
economics, practical arts, and character education is conducted in Filipino. On the
other hand, science, math, and technology topics get priority over English.
Bilingualism
• The capacity to communicate in two languages is known as bilingualism. Bilingual
people typically learn a second language after mastering their first, and being
exposed to two languages simultaneously makes it possible for someone to be
bilingual.
Code-switching
• Code-switching refers to the phenomenon that occurs when two or more bilingual or
multilingual people who know the same languages speak to each other and can
switch languages from their native tongue to another during the course of a single
conversation, sentence, or situation.
Communication skills.
• Communication skills refers to the skills that allow people to exchange information
and knowledge while also developing relationships with others by speaking,
listening, observing, and empathizing with them. There are two types of skills in this
category. Verbal communication refers to the use of written or spoken words,

whereas nonverbal communication refers to your body language, facial expressions,
and other nonverbal signs.
Comprehension skills
• Comprehension skills refers to the skills that enable people to understand a
message at a deeper level, which can be assessed through reading fluency, text
comprehension, a strong vocabulary, and the ability to comprehend messages.
These skills enable a person to acquire and comprehend information delivered orally
or in writing, such as a book, internet article, or newspaper.
ELL (English Language Learner)
• English Language Learner refers to the students who are learning the English
language and are not yet fluent English speakers. This term is widely used to
describe English language learners in K–12 classrooms and among non–native
English speakers who are currently studying the language.
ESL (English as a Second Language)
• English as a Second Language refers to a program created to help English language
learners. Teachers in this program guide students in reading, writing, and speaking
with an emphasis on developing conversational and career-related communication
skills.
Language skills
• Language skills refers to the skills that allow people to communicate effectively by
conveying their ideas clearly and precisely. This category of skills can also be
defined in terms of the four-core language linguistic skills: listening, speaking,
reading, and writing, which also include both first and second-language proficiency.
Pedagogic Code-Switching
• Pedagogic code-switching is the phenomenon that occurs when two or more
linguistic codes are used to bridge communication gaps, thereby helping in the
development of positive relationships and interactions between the teacher and the
student in a structured or unstructured learning event.

Chapter 2
REVIEW OF LITERATURE AND STUDIES
This chapter presents the related studies and literature carrying the different
theories concerning code-switching. These theories were derived from various sources
such as unpublished studies- dissertation and thesis, electronic sources, and printed
sources.
Relationship of Bilingualism and Code-switching
The main factor why code-switching phenomenon exist is
bilingualism. Bilingualism is defined as an individuals ability and knowledge to use two
different languages (Pavlenko, 2012). Having this said, it is inevitable for a bilingual
speaker to switch codes, specifically, if a bilingual speaks to another bilingual that
knows the similar set of languages, both tend to adjust their method of speaking for
their mutual convenience. The aforementioned claim is supported by Deibert’s (2014)
study on bilingualism that states that bilinguals would speak one language when
talking to a monolingual, but will use both languages when talking to another bilinguals.
Considering that a bilingual speaker knows two different language, there are indeed
advantages that they acquire for having such skill.
Relative to the aforementioned, Baker (n.d),in his study “The Advantages of
Bilingualism in Welsh and English”, he listed ten (10) benefits a bilingual could have:
(1) Communication with the whole family and the community; (2) Extending the
enjoyment of reading and writing; (3) Access to two cultures (4) Tolerance of other
languages and cultures; (5) Thinking benefits; (6) Raised self-esteem; (7) Security in
identity; (8) Educational benefits (9) Easier to learn a third language; and (10)
Employment advantages. These are just some few advances bilingual people could
get.
Analyzing the ten given benefits, the “Thinking benefit” is closely related to the
focus of the study - code-switching. A bilingual is gifted to have a a critical thinking mind
for its simultaneous use of both learned language. According to Baker, a bilingual
person has the ability to think more flexibly from trying to decode the attached meanings
to words using two languages. This notion is parallel to the study of Stieg (2021),
“Raising Kids Bilingual Can Make Them More Attentive and Afficient as Adults”, states
that the bilinguals’ constant switching of codes in their brain increases theur cognitive
flexibility, the ability to switch between thinking about different concepts or multiple
concepts at once, ; and selective attention abilities, the mental process of focusing on
one task or object at a time. Henceforth, it is inferred that a bilingual person is more
subject to have a much more flexible thinking skills than the monolinguals. The
simultaneous switching of languages allows the bilinguals to naturally shape their
mind’s flexibility.
The benefit of “raising one’s self-esteem” is also related to the focus of this
study: A bilingual individual can naturally switch codes or language naturally, and they
are able to talk to different people with those languages. According to Baker, it helps
them feel good about themselves and their abilities. Technically, being a bilingual
develops one’s communication skills, particularly the confidence of the speaker to
communicate to other people.

Lastly, the “educational benefits”, Baker’s study claims that bilingual people
tends to excel in class because they utilize code-switching in order to perform well in
tests or examinations. This supports that comprehension skills is directly affected by
code-switching, it is notable that it was utilized by the students to comprehend
effectively their given assessments, thus perform excellently in their respective field.
Nature of Code-switching
Code-switching is initially developed in linguistics. Poplock (2004), one of the
most distinguished linguists and proponents of bilingual patterns, defined code-
switching (CS) as linguistic manifestations of language contact and mixing. Poplack
asserts that code-switching includes borrowing on the lexical and syntactic levels,
language transfer, linguistic convergence, interference, language attrition, language
death, pidginization, and creolization.
On different context, studies and claims regarding code-switching have
continued to evolve in the past decade. In 2020, Stitham stated that in today's era,
code-switching is used much more broadly to describe how we adapt our language,
behavior, and actions to the dominant culture. Code-switching is also perceived as
changing our behaviors, including speech, dress, and mannerisms, as conforming to a
different cultural norm than what we might authentically do in our homes.
In addition, Wright (2011) also labeled code-switching, code-mixing, bilingual
speech, etc., as a linguistic strategy widely used in multilingual speech communities
worldwide. Code-switching is also very particular in immigrant communities as they
host multilingual speakers who switch across languages and cultures in their daily
communication practices. It was supported by the statement of Grosjean (2014), where

code-switching is considered as a natural occurrence in multilingual communities as it
marks the speakers' multilingual, multi-cultural and ethnic identities.
Gardner-Chloros (2009) and Levine (2011) describe code-switching as
a systematic alternate use of two or more languages in a single utterance or
conversational exchange for communicative purposes. Likewise, in a study conducted
in 2014, Inuwa mentioned that code-switching could function as a conversational
strategy that could help bilinguals to effectively express themselves during a social
gathering.
In terms of pedagogic code-switching, Gulzar (2010) also mentioned in one of
his studies that educators use code-switching to emphasize some points while
speaking and giving instruction, to express empathy and solidarity with students, and
to facilitate understanding by quoting others' words. These arguments prove that code-
switching is prevalent in communication, and multilingual speakers usually rely on
code-switching to express themselves better during a conversation.
Research conducted in 2013 can strongly support these arguments. The study
involving bilingual speakers in Malaysia during a conversation session revealed that
the practice of altering/mixing two languages is common and serves as a
communicative strategy. Selamat (2013) found that code-switching is inevitable and
necessary in speaking skills classrooms, especially in multilingual classrooms where
students lack competence in the English language. Moreover, during these
circumstances, code-switching functions as a facilitating factor and a time-saving
strategy for both students and teachers, as findings prove that code-switching plays a
significant role in enhancing the learners’ psychological state. Hence, the teachers
code-switched during their lectures in the speaking skill classrooms to achieve different
academic and social functions. And therefore, code-switching should be persisted as a
medium of language teaching and not be regarded as a mere teaching technique.
Pedagogical Function of Code-Switching
In the Philippines, Tagalog is the most widely spoken language.
Correspondingly, Quinal (2020) claimed that Filipinos have gradually learned to
practice the right to use both English and Filipino languages. However, Filipinos are
reluctant and pessimistic about the function of code-switching, and most scholars and
educators scrutinized bilingualism. Despite being proven a valuable tool in the
academe, code-switching still remains a controversial phenomenon. Hence, a
negative repercussions to the academe and formal instructions is possible. Also,
skepticism and debates towards bilingualism gave rise to another controversy on the
linguistic phenomenon called "code-switching."
In line with this, Valerio (2015) claims that classroom code-switching's
pedagogical and communicative functions have always been controversial
predicaments among multilingual nations, especially in language teaching and learning
contexts. Furthermore, this claim is strongly supported by the assertion of Martin (2014)
that code-switching, also known as pedagogic code-switching or classroom code-
switching, has become a tricky issue in the context of classroom discourse. It is
because under the Bilingual Education Policy, Filipino teachers are expected to only
use English in content courses like mathematics and science, in addition to the English
subject.
To contradict the claims mentioned above, research was conducted in 2018 to
prove the usefulness of code-switching as a foreign language tool in English as a

Foreign Language class. Bhatti (2018) observed that code-switching is a common
language practice of both English teachers during classroom instructions, and they use
code-switching as an instructional strategy for several pedagogic purposes.
Furthermore, the findings revealed that teachers code-switch to maintain discipline
inside the class, and teachers also code-switch to translate new words and build
solidarity and intimate relationships with the students before, during, and after the
lessons. The entirety of the study implies that code-switching regularly occurs inside
the classroom even though the imposed medium of instruction is English.
In 2013, Shartiely claimed in one of his studies that despite the social stigma
attached to code-switching, particularly in restrictive environments — various studies
or researches show that in bilingual societies, the value of code-switching is still
increasing. And that people are starting to see it as a useful communicative strategy.
Furthermore, code-switching manifests itself in diverse ways to meet particular goals,
such as signifying identity or achieving solidarity among people with shared values, or
for instructional purposes when learners have inadequate mastery of the language of
instruction.
Reason for code-switching
Green & Wei (2014) mentioned in their study that code-switch enable bilinguals
to precisely express the intended meanings and circumvent lexical gaps. Thus, a
speaker who code-switches has a wider variety of lexical terms and phrases that
enables them to shift codes freely in different circumstances and for different reasons.
For this, several studies contend the different grounds why individuals code-
switch. In a study conducted by Yevudey (2013), it was observed that code-switching

helps explain and elaborate on concepts. Code-switching also increases classroom
participation, establishing good classroom relationships, ensuring the smooth running
of the lesson, and making connections with the local culture of learners. In the context
of sociolinguistics, Holmes (2000) mentioned in her book Introduction to
Sociolinguistics that speakers tend to code-switch to express solidarity between people
from different ethnic groups. Regarding social status, Rihane (2019) stated that
speakers use different languages to insinuate a certain social status or distinguish
themselves from other social classes. It can also imply how well-educated the speakers
are because it shows their ability and capabilities in using two or more languages.
Another reason why people do code-switching is the 'topic.' Going back to the claims
of Holmes, she stated that people tend to switch codes within a speech event to discuss
a particular topic. Thus, the speaker may switch from one code to another within the
same utterance, depending on the discussed topic.
In terms of the pedagogical function of code-switching, A recent study
conducted in a bilingual classroom in Indonesia revealed that students tend to code-
switch during their English class because they lack the necessary English vocabulary
knowledge. Paramasivam (2020) observed that most students did not know most
English words; therefore, they had to code-switch to their mother tongue or first
language. In addition, participants in the students code-switch because, for them, code-
switching may attract attention, it also fills the gaps in speaking, it can avoid
misunderstanding, and it helps them emphasize a point and maintain privacy
respectively. His observation could be supported by the claims of Skiba (2012), who
argued that one of the factors accounting for code-switching is the student's inability to
express themselves and communicate their message in language classrooms. And

because of this, code-switching functions as a bridge that helps maintains continuity in
speech.
Code-switching and Communication Skills
In every society, language plays a vital role in communicating as it allows
speakers to expand their knowledge and deliver their ideas, opinions, and feelings to
one other. English, as a global language, provides a platform for communication for
people who speak the language. In code-switching, two or more languages are used in
a conversation without changing topics. As claimed by Shartiely (2013), bilingualism
occurs when two groups of people using different languages constantly communicate
for a long time and this phenomena could be consciously or unconsciously witnessed
in various domains.
Moreover, due to the growing trend in linguistic globalization, bilingualism has
become a widespread phenomenon in today's world. As believed by Bhatti (2018),
speakers frequently switch from one language to another in bilingual communities
worldwide to meet communication demands. Even in English language classrooms,
code-switching of English and other mother tongue is typically observed.
In the context of classroom discourse, Kumar et al., (2021) concluded that
students employ code-switching as a communication approach to overcome the
difficulty triggered by their limited English vocabulary. Granted that employing code-
switching can make the students feel more confident and comfortable during the
teaching and learning process. However, actually, it indicates that their English
vocabulary is limited. Nevertheless, it still shows that code-switching is prevalent in the
classroom, primarily during communication.

Correspondingly, in a study conducted in 2021 titled Effectiveness of Code-
Switching in Language Classroom in India at Primary Level: A Case of L2 Teachers'
Perspectives, Kumar (2021) found out that the predominance of code-switching in the
classrooms is used to interpret complex ideas, translate questions, seek confirmation,
check students' understanding, and build solidarity and code-switching is most
prevalent in primary education. In line with this, Leung's (2014) study also showed that
code-switching positively impacted language learning. The claims, as mentioned
earlier, could also be supported by a recent study on the function of code-switching in
ESL classrooms. Wherein, Yuonas (2020) found that code-switching is a valuable tool
enabling learners to comprehend the technical and ambiguous sections of ESL
lessons. Affirmably, code-switching promotes a positive outcome on the part of
learners and creates a friendly environment in the classroom.
Code-switching and Language Skills
Code-switching can appear during language acquisition or after a person has
acquired a certain degree of English. As a matter of fact, individuals who already have
knowledge and skill in a current language always try to switch or mix codes in their
speech fluently.
Regarding language acquisition, Skinner (1980), one of the distinguished
linguists, originally defined language acquisition as a process by which individuals can
develop and learn a language. One of the sub-component of language acquisition is
the learning theory. Furthermore, Bohren (2018) defines the learning theory as a
language acquisition theory that looks at language learning as learning a new skill. This
theory focuses on how children mimic the adult's way of speaking and acquire
vocabulary through word repetitions. Suek (2017) also believes that code-switching is
not just a linguistic behavior of bilingual children that occurs in the interaction. However,
it is also a phenomenon that represents their development of bilinguals' cognition,
memory, and linguistic system. Hence, it catalyzed several issues that researchers are
keen to provide evidence to prove their hypothesis whether bilingual children behavior
of code-switching occurs because they have a unitary or dual linguistic system. Suek
(2017) also added that code-switching and code-mixing are natural phenomena among
bilinguals. This linguistic behavior covers several major issues such as linguistic
system, language competence, sociolinguistic aspect, pragmatics, and competence of
bilinguals.
In classroom discourse, students must be familiar with the four language skills:
listening, speaking, reading, and writing. As of Gerungan (2020), all students should
be able to use the four language skills, which is why they must learn and practice to
increase their skills. For this, the students must have linguistic competence such as
grammar or structure and vocabulary and to use them in spoken language.
Gerungan (2020) also observed in one of his studies that English makes
students confused or bored to study because they will struggle to comprehend the
materials. To better solve this problem, most English teachers in Indonesia use more
than one language to facilitate the class. Also, in formal education, various motivations
led students to utilize code-switching. According to Hamouda (2020), the lack of English
Language competence on students' parts has been claimed to be the major motivating
factor for the code-switching occurrence. This implies that code-switching significantly
affects the Language development skills of the students.

Code-switching and Comprehension Skills
It is believed by Kaushanskaya (2021) that humans are good at constructing
language registers and learning new communication methods. In 2019, research
conducted by Ahmad showed that code-switching was beneficial for the student's
understanding. During learning, code-switching saved time and made students feel
more confident and comfortable. The use of code-switching also helps students with
lower performance to be able to follow the lessons better than using English only. Some
factors also contributed to the occurrence and utilization of code-switching inside the
English classroom. One of them is the enhancement of the academic achievements of
the students.
The study of Kaushanskaya (2020) greatly affirms that Code Switching can
accomplish what it is intended for, significantly enhancing teaching, learning, and
concept clarification. It also shows that code-switching is beneficial for both teachers
and students. However, teachers must decide when the first language (L1) should be
used and when the second language (L2) ) is appropriate in order to enable
comprehension and meaningful involvement of the learners, to be able to maximize the
enhancement of learning.
Per the study mentioned above, another study was conducted that involves the
effectiveness of code-switching in classroom management. Promnath & Tayjasa (2016)
determined that code-switching helps reduce students' stress by not worrying about
what to say because they could switch to Thai when they do not know how to say it in
English. Furthermore, students are more likely to have a better working memory when
they are not stressed. With efficient working memory, students are more likely to have
an accurate and better comprehension.

In 2018, the study titled Code-Switching: A Useful Foreign Language Teaching
Tool in EFL Classrooms revealed that teachers code-switched to translate new words.
Code-switching also took place in different situations in teaching grammar, explaining
complex concepts, and repeating instructions to those who had difficulty understanding
the target language. In addition, it was also observed that exposure to code-switching
does not carry risks and may be associated with better language outcomes in children
capable of processing such input. However, exposure to code-switching may not be
optimal for language development in children with difficulties processing such input.
Contrasting Studies in Code-switching
Based on the aforementioned studies and theories above, it can be denoted
that code-switching is regularly observed in teachers' and students' discourse in
language classrooms. As Modupeola (2013) claimed, both teachers' and students'
code-switching has been up for debate since it is sometimes performed subconsciously
and automatically rather than as an intentional teaching and learning strategy. This
claim was supported by Iyitoglu's argument that individuals or speakers do not code-
switch consciously.
Furthermore, in terms of pedagogical context, Sert (2005) asserted that during
classroom discourse, the teachers' use of code-switching is not always performed
consciously. Hence, it may be regarded as an automatic and unconscious behavior. It
simply means that most teachers are not always aware of the functions and outcomes
of the code-switching process. Sert (2005) added that using code-switching, either
conscious or not, still serves some essential functions that may benefit language
learning environments. However, Sert contradicts his initial claims and asserts that
instructors must be aware that despite the usefulness of code-switching as a language
tool in teaching secondary language, they should still maximize the use and
implementation of the target language; thus, they should discourage the use of code-
switching while teaching the secondary language. Because teachers or instructors are
the student's leading source of linguistic input, students may often acquire their
language and speech patterns from their teachers. Moreover, Sert (2005) believes that
it may decrease the students' proficiency level in the target language.
In line with the studies mentioned above, different scholars also view code-
switching negatively, though there is an incidence of its prevalence. Hassan (2021)
argued that code-switching may be a barrier to learning and mastering the target
language. On a more significant level, code-switching can lead to the birth of unhealthy
languages, which at later ages threaten the dominant languages. Hassan also indicates
that code-switching should not be encouraged in both spoken and written languages,
despite its significant functions in classroom instruction.
In addition, Metilla (2009) also reaffirms in one of his research that code-
switching by mathematics teachers was said to affect learning negatively. His analysis
reveals that teachers' code-switching confused students and consequently affected
their lesson comprehension. The claim could be supported by Baker's (1998) assertion
that using a native language to fill the stopgap or avoid the communication gaps may
lead to a lack of fluency in the target language.
However, other researchers refute these claims. According to Cook (2012),
code-switching is considered a natural occurrence in a language classroom, and
teachers should not discourage students from using it. Cook also added that the
maximization of the second language (L2) in the classroom does not mean that the first
language (L1) should be avoided altogether. Cook's claim could be supported by the
study of Kirkpatrick (2014), wherein he mentioned that code-switching is an inevitable
way of communication among bilinguals; thus, using only one language is unnatural in
a multilingual classroom. Moreover, code-switching may support communication and
students' speech attempts to learn in the classroom.

Chapter 3
METHODOLOGY
Method of Research
This research study is generally designed as a Quantitative type of research.
According to Apuke (2017), this type of research study aims to quantify and analyze
variables in order to get results. This research design utilizes as well the analysis of
numerical data using specific statistical techniques to derive such answers like whom,
how much, what, where, when, how many, and how. The researchers utilized the
features of the quantitative design in order to collect and analyze numerical
findings, specifically, the level of implications of code-switching to the skills of the ELE
learners.
This research study is a descriptive research. According to Shuttleworth (2008),
descriptive research design is a scientific method which involves observing and
describing the behavior of a subject without influencer intervention to the responses of
the ELE learners to the survey questionnaire. The researchers used statistical tools to
interpret the collected data, thus identifying the levels of implications to the skills of the
ELE learners.
Population, Sample Size Sampling Technique
The students from the Polytechnic University of the Philippines' Bachelor of
Secondary Education Major in English were specifically selected by the researchers to
be the respondents of the study, since they are considerably English Language
Education (ELE) learners. The number of the respondents that need to participate in
this study is 151 and they represent about 62.4% of students from the whole population
of the online learners under the English language education program which is 242.
According to Momoh (2022) The word "population" generally refers to a group of
people, or at the very least, living things. However, statisticians refer to the population
as the subject of their study and this is where a statistical sample is taken. The language
education students who make up the chosen respondents are divided into their different
levels according to the sampling technique used to select them, known as "random
sampling"(4 groups: freshmen, sophomores, juniors, and seniors). Based on the
study conducted by the CFI team (2021), one of the most common and straightforward
data collection techniques in research studies is "random sampling". It enables the
collection of actual data, which allows studies to draw accurate conclusions without
having any biases. Slovin's formula was the statistical technique utilized in the study to
determine the overall sample size, since it is simple to apply and the computation is
nearly entirely based on population size, according to Castillo (2016) the Slovin's
Formula: n = N / (1+ Ne^2) is rather commonly used in the Philippines to determine
the sample size for a survey research, especially in undergraduate theses in education
and social sciences. While spearman correlation was used to determine the
relationship between code-switching and the target respondent's academic
performance; moreover, the relationship between the frequency of code-switching to
their academic performance.
Description of Respondents
The researchers specifically selected the students from the Bachelor of
Secondary Education Major in English for a reason that they are the most suitable
respondents for this study. Learners from this program have Filipino as their primary
language, and practice speaking the English language as their secondary language.
This means code-switching is bound to occur on a regular classroom basis, since they
are bilinguals in nature. Moreover, as the researchers observed, code-switching has
been one of their ways to communicate and express themselves better inside the
classroom.
Since the focus of this study is code-switching, only the ELE learners under the
“online mode” were surveyed. Online learning is education that takes place over the
Internet. It is often referred to as “e-learning” among other terms (Stern, n.d.). The
researchers found that only the online ELE learners fit the criteria needed to respond
to the survey questionnaire. The criteria needed are as follows: (1) The respondent
must be enrolled to a program that specializes on learning English language; (2) The
respondent must belong to and must have interacted with its classmates and facilitators
inside the English classroom; and (3) The respondent must be a bilingual. Considering
all these criteria, the researchers see the Online ELE learners of the Polytechnic
University of the Philippines fit to respond to the survey questionnaire.
The total respondents of the research survey is 156 Online ELE learners. there
are 42 responses collected from the 2nd year ELE learners, and similarly 38 responses
from 1st year, 3rd year, and 4th year ELE learners.
Research Instrument
The instrument used to gather the needed information is a five-scale likert scale
survey questionnaire. As stated by Elliott (2021) Likert scales are a kind of rating scale
that give respondents a choice of text-based responses that fall along a scale. A
complete Likert scale is made up of several connected statements and is used to

measure frequency, satisfaction and significance etc. A survey form is created by the
researchers, they thoroughly researched and analyzed the possible implication that
people may acquire from code-switching. The survey questionnaires were answered
by the respondents through rating the implications given: 5 for very true of me; 4 true
of me; 3 somewhat true of me; 2 somewhat untrue of me, and 1 untrue of me. The
instrument used was validated by three (3) validators before it was used for gathering
data. There was another set of ratings that the researchers included in the survey to
measure the frequency of code-switching of the ELE learners inside the English
classroom: 5 is for always, 4 is for often, 3 is for sometimes, 2 is for rarely and 1
is for never. The purpose of the researchers in using a likert scale survey is that this
research study is a descriptive research, the responses given by the respondents were
not furthered to elaboration, thus, the researchers analyzed only the exact responses
the respondents gave. The questionnaire also asked for the grades of the students in
their respective English subjects in order to measure their academic performance
inside the English classroom.
Table 1.
Five-Scale Likert Scale
Description Value Range

Untrue of Me 1 1 – 1.5
Somewhat Untrue of Me 2 1.6 – 2.5
Somewhat True of Me 3 2.6 – 3.5
True of Me 4 3.6 – 4.5
Very True of Me 5 4.6 – 5.0
The set of questions created was divided into three categories. First is
comprehension skills; according to Nowak (2022), in a website he made, the abilities

to comprehend a context are possessed by readers who can acquire information from
their reading and draw conclusions about it, including what is significant, what is
accurate, and what caused an incident. The second category provided by the
researchers is Language skills; from what Anil (2021) stated on NCERT Infrexa,
language skills are the ability of someone to understand and convey a message
depending on their proficiency in language skills. The competence to express a
person’s ideas and feelings both depends on the use of language skills. Lastly,
communication skills, as stated in the article written by the Indeed Editorial Team
(2018), in order to communicate effectively, one must speak, listen, observe, and
empathize. Understanding the distinctions in communication styles for face-to-face
contacts, phone calls, and digital communications like email and social media is also
helpful. The utilized instrument is expected to explicitly express the research answer
that the researchers have been researching for.
The utilized instrument is expected to explicitly express the research answer
that the researchers have been researching for.
Data Gathering Procedure
Before the commencement of the data gathering, the researchers has secured
a research ethics clearance first from the University Research Ethics Committee
(UREC) of the Polytechnic University of the Philippines. Upon receiving the clearance,
the data gathering was made possible through surveying using Google form.
The items included on the survey questionnaire were first validated by three (3)
research experts. This is in order to ensure that the information that will be collected
will be significant to the issue being researched in this research study.

The challenge in this method of surveying (online) is connecting with the target
respondents. The researchers have coordinated with the class representatives of the
target classes in order to obtain the list of the respondents’ contract information. At
first, the researchers sent the survey questionnaires through email. However, the
entering of the responses was slow, thus, the researchers have been prompted to
communicate with the respondents via Messenger.
The responses of the respondents were tabulated and were interpreted in order
to come up with significant findings. The grades of the respondents on specific English
subjects were collected in order to analyze whether code-switching and the frequency
of code-switching has a significant relationship to their academic performance.
Statistical Treatment of Data
The data gathered from the survey was carefully organized in tables, analyzed
and interpreted accordingly based on the result of the statistical treatment. In this
study, the researchers used frequency, mean, and percentage.
1. Mean
It is a type of mean that is calculated by multiplying the weight (or probability)
associated with a particular event or outcome with its associated quantitative outcome
and then summing all the products together.
2. Spearman’s rank correlation

3. Slovin's formula
It is used to calculate the sample size (n) given the population size (N) and a
margin of error (e).
n = N / (1+Ne2)
whereas:
n = no. of samples
N = total population
e = error margin / margin of error

Chapter 4
RESULTS AND DISCUSSION
This chapter presents the data gathered, the results of the statistical analysis
done and interpretation of findings. These are presented in tables following the
sequence of the specific research problem regarding the Perceived Dominating
Implications of Code-switching in the English classroom among English Language
Education (ELE) learners of the Polytechnic University of the Philippines.
1. Profile of Respondents
Table 2
Frequency and Percentage Distribution of the Respondents when Group

According to Year Level
Year Level Frequency Percent

1st Year 38 24.36
2nd Year 42 26.92
3rd Year 38 24.36
4th Year 38 24.36
Total 156 100.00
Table 2 shows frequency and percentage distribution of the respondents when
grouped according to year level. Most of the respondents were second year ELE learners
with a frequency of 42 or 26.92 percent and first, third and fourth year ELE learners have a
frequency of 38 each year level or 24.56 percent. Overall, there 156 respondents who
responded to the survey conducted by the researchers.

2. Academic Performance of the ELE learners inside the English Classroom
The researchers have utilized the Polytechnic University of the Philippines
Student Handbook - 2013 revised version,” grading system” to interpret the
performance of the ELE learners inside the English classroom. The table below shows
the remarks and its corresponding descriptions of the numeric grades.
Table 3
Polytechnic University of the Philippines Grading System Table
Grade/Mark Percentage/Equivalent Description
1.00 97-100 Excellent
1.25 94-96 Excellent
1.50 91- 93 Very Good
1.75 88- 90 Very Good
2.00 85-87 Good
2.25 82-84 Good
2.50 79-81 Satisfactory
2.75 76-78 Satisfactory
3.00 75 Passing
5.00 65-74 Passing
INC Incomplete
W Withdrawn
D Dropped
The tables below show the numerical grades that learners got on their
respective major subjects wherein English language is used in teaching inside the
classroom.
The table shows that, 1.00 is equivalent to 97-100 and has a description of
“excellent”; 1.25 is equivalent to 94-96, and has a description of “excellent” as well;
1.50 is equivalent to 91-93 and has a description of “very good”; 1.75 is equivalent to
88-90 and has a description of “very good” as well; 2.00 is equivalent to 85-87 and has
a description of “good’; 2.25 is equivalent to 82-84 and has a description of “good” as
well; 2.50 is equivalent to 79-81 and has a description of “satisfactory”; 2.75 is
equivalent to 76-78 and has a description of “satisfactory as well; 3.00 is equivalent to
75 and has a description of “passing”; 5.00 is equivalent to 65-74 and has a description
of “passing”; INC means the student has incomplete requirements; W means the
student has withdrawn from the subject; and D means the student has dropped the
subject
2.1 1st Year Level ELE Learners
Table 4
Academic Performance of the 1st year ELE Learners in Introduction to

Linguistics
SEEN 30013 | Introduction to Linguistic Frequency Percent
1.00 21 55.26
1.25 8 21.05
1.50 6 15.79
2.00 2 5.26
2.75 1 2.63
Total 38 100.00
In the subject, Language, Culture and Society (SEEN 30023), 24 (63.16%) out
of 38 respondents got a grade of 1.00, 11 respondents (28.95%) got 1.25, 2
respondents (5.26%) got 1.50, and 1 ( 2.63%) student got a grade of 2.50. With the
divided number of percentages of the frequencies amassed between the number of
students who were assessed based on their grades, it can be concluded that the vast
majority of the respondents (76.31%) received "excellent" remarks in this subject with the
combined frequencies of those who received grades like 1.00 and 1.25. Moreover, there
are number of respondents (15.79%) who received "very good" remarks in this subject with
the combined frequencies of those who received grades of 1.50, while there are two
respondents (5.26%) who received "good" remarks in this subject after receiving grades of
2.00 and the remaining respondent (2.63%) received a “satisfactory” remark after receiving
a grade of 2.75.
2.2. 2nd Year Level ELE Learners
Table 5
Academic Performance of the 2nd year ELE Learners in Children and

Adolescent Literature
SEEN 30073| Children and Adolescent Literature Frequency Percent
No response 2 4.76
1.00 7 16.67
1.25 28 66.67
1.50 5 11.90
Total 42 100.00
In the subject, Children and Adolescent Literature (SEEN 30073), 7 (16.67%)
out of 42 respondents got a grade of 1.00, 28 respondents (66.67%) got 1.25, 5

respondents (11.90%) got 1.50, 2 respondents (4.76%) did not respond.With the
majority of the respondents (83.34%) received "excellent" remarks in this subject with the
combined frequencies of those who received grades like 1.00 and 1.25. On the other hand,
the remaining percentage of students (4.76%) shows that they all received "very good"
remarks in this subject after receiving a grade of 1.50.
Table 6
Academic Performance of the 2nd year ELE Learners in Language

Learning Material Development
SEEN 30063| Language Learning Material

Frequency Percent
Development
No response 1 2.38
1.00 7 16.67
1.25 32 76.19
1.50 2 4.76
Total 42 100.00
In the subject, Language Learning Material Development (SEEN 30063), 7
(16.67%) out of 42 respondents got a grade of 1.00, 32 respondents (76.19%) got
1.25, 2 respondents (4.76%) got 1.50 and 1 student (2.38%) did not respond. It
expresses that few received a grade of 1.00, while the majority received 1.25. With the
majority of the respondents (92.86%) received "excellent" remarks in this subject with
the combined frequencies of those who received grades like 1.00 and 1.25. On the
other hand, there are two respondents (4.79%) who received "very good" remarks in
this subject after receiving a grade of 1.50.
Table 7
Academic Performance of the 2nd year ELE Learners in Language

Programs and Policies in Multilingual Societies
SEEN 30053| Language Programs and Policies

Frequency Percent
in Multilingual Societies
No response 1 2.38
1.00 15 35.71
1.25 12 28.57
1.50 10 23.81
1.75 2 4.76
2.00 2 4.76
Total 42 100.00
In the subject, Teaching and Assessment of the Macro Skills (SEEN 30083), 4
(9.52%) out of 42 respondents got a grade of 1.00, 19 respondents (45.24%) got 1.25,
12 respondents (28.57%) got 1.50, 3 respondents (7.14%) got 1.75, 2
respondents got 2.00, 1 student (2.38%) got 2.50 and 1 student (2.38%) did not
respond. With the divided number of percentages of the frequencies amassed between the
number of students who were assessed based on their grades, it can be concluded that
more than half of the respondents (64.29%) received "excellent" remarks in this subject
with the combined frequencies of those who received grades like 1.00 and 1.25. Moreover,
there are number of respondents (28.57%) who received "very good" remarks in this subject
with the combined frequencies of those who received grades such as 1.50 and 1.75, while
there is one respondent (4.76%) who received "good" remarks in this subject after receiving
a grade of 2.00.
Table 8
Academic Performance of the 2nd year ELE Learners in Teaching and

Assessment of Grammar
SEEN 30093| Teaching and Assessment of

Frequency Percent
Grammar
No response 2 4.76
1.00 6 14.29
1.25 14 33.33
1.50 11 26.19
1.75 5 11.90
2.00 3 7.14
2.25 1 2.38
Total 42 100.00
In the subject, Teaching and Assessment of Grammar (SEEN 30093), 6
1.25, 11 respondents (26.19%) got 1.50, 5 respondents (11.90%) got 1.75, 3
respondents (7.14%) got 2.00, 1 student (2.38%) got 2.25 and 2 respondents (4.76%)
did not respond. With the divided number of percentages of the frequencies amassed
between the number of students who were assessed based on their grades, it can be
concluded that less than half of the respondents (47.62%) received "excellent" remarks
in this subject with the combined frequencies of those who received grades like 1.00
and 1.25. Moreover, there are a number of respondents (38.09%) who received "very
good" remarks in this subject with the combined frequencies of those who received
grades such as 1.50 and 1.75, while the remaining percentage of students (9.52%)
shows that they all received " good" remarks in this subject as the two respondents
received a grade of 2.00 and the other received a grade of 2.25.

Upon the interpretation of the collected responses of the respondents to five (5)
of their major subjects, the majority of the respondents performed excellent to all of the
five (5) aforementioned subjects.
2.3. 3rd Year Level ELE Learners
Table 9
Academic Performance of the 3rd year ELE Learners in Campus Journalism
SEEN 30173| Campus Journalism Frequency Percent

No response 1 2.63
1.00 9 23.68
1.25 18 47.37
1.50 10 26.32
Total 38 100.00
In this subject, Campus Journalism (SEEN 30173), 9 (23.68%) out of 38
respondents got a grade of 1.00, 18 respondents (47.37%) got 1.25, 10
respondents (26.32%) got 1.50 and 1 student (2.63%) did not respond. With the
majority of the respondents (71.05%) received "excellent" remarks in this subject with
the combined frequencies of those who received grades like 1.00 and 1.25. On the
other hand, the remaining percentage of students (26.32%) shows that they all received
"very good" remarks in this subject after receiving a grade of 1.50. It can be concluded
that the majority of the respondents (71.05%) performed excellently in this subject.
Table 10
Academic Performance of the 3rd year ELE Learners in Survey of English

American Literature
SEEN 30163 Survey of English American Frequency Percent

Literature
1.00 14 36.84
1.25 12 31.58
1.50 8 21.05
1.75 2 5.26
2.00 1 2.63
2.50 1 2.63
Total 38 100.00
In this subject, Survey of English American Literature (SEEN 30163), 14
1.25, 8 respondents (21.05%) got 1.50 and 2 respondents (5.26%) got 1.75, 1 student
(2.63%) got 2.00 and another 1 student (2.63%) got a grade of 2.50. With the divided
number of percentages of the frequencies amassed between the number of students
who were assessed based on their grades, it can be concluded that there are a large
number of respondents (68.42%) who received "excellent" remarks in this subject with
the combined frequencies of those who received grades like 1.00 and 1.25. Moreover,
there are number of respondents (26.36%) who received "very good" remarks in this
subject with the combined frequencies of those who received grades such as 1.50 and
1.75, while there are two respondents (5.26%) who received "good" remarks in this
subject after one received a grade of 2.00 and the other received a grade of 2.50.
Table 11
Academic Performance of the 3rd year ELE Learners in Contemporary,

Popular and Emergent Literature
SEEN 30153| Contemporary, Popular and

Frequency Percent
Emergent Literature
1.00 15 39.47
1.25 13 34.21
1.50 8 21.05
1.75 1 2.63
2.00 1 2.63
Total 38 100.00
In this subject, Contemporary, Popular and Emergent Literature (SEEN 30153),
15 out of 38 respondents (39.47%) who are enrolled in Contemporary, Popular and
Emergent Literature got a grade of 1.00, 13 respondents (34.21%) got 1.25 and 8
(21.05) got 1.50. With the divided number of percentages of the frequencies amassed
between the number of students who were assessed based on their grades, it can be
concluded that there are a large number of respondents (73.68%) who received
"excellent" remarks in this subject with the combined frequencies of those who received
grades like 1.00 and 1.25. Moreover, there are a number of respondents (23.68%) who
received "very good" remarks in this subject with the combined frequencies of those
who received grades such as 1.50 and 1.75, while there is one respondent (2.63%)
who received "good" remarks in this subject after receiving a grade of 2.00.
Table 12
Academic Performance of the 3rd year ELE Learners in Mythology and

Folklore
SEEN 30143| Mythology and Folklore Frequency Percent
1.00 14 36.84
1.25 15 39.47
1.50 6 15.79
1.75 1 2.63
2.00 2 5.26
Total 38 100.00
In the subject, Mythology and Folklore (SEEN 30143), 15 respondents out of
38 (39.47%) got a grade of 1.25, 14 respondents (36.84%) got 1.00, 6
respondents (15.79%) got 1.50, 1 respondent (2.63% got 1.75 and 2
respondents (5.26%) got 2.00. With the divided number of percentages of the
frequencies amassed between the number of students who were assessed based on
their grades, it can be concluded that there are a large number of respondents (76.31%)
who received "excellent" remarks in this subject with the combined frequencies of those
who received grades like 1.00 and 1.25. Moreover, there are a number of respondents
(18.42%) who received "very good" remarks in this subject with the combined
frequencies of those who received grades such as 1.50 and 1.75, while there are two
respondents (5.26%) who received "good" remarks in this subject after receiving a
grade of 2.00.
Upon the interpretation of the collected data from the performance of the 3rd
year level ELE learners, it shows that they performed excellently in all of their major
subjects.
2.4 4th Year Level ELE Learners
Table 13
Academic Performance of the 4th year ELE Learners in Remedial

Instruction
SEEN 40023| Remedial Instruction Frequency Percent

1.00 21 55.26
1.25 15 39.47
1.50 1 2.63
2.25 1 2.63
Total 38 100.00
In the subject, Remedial Instruction (SEEN 40023), 21 out of 38
respondents (55.26%) got a grade of 1.00, 15 respondents (39.47%) got 1.25, 1
student (2.63% got 1.50 and another 1 got 2.25 grade. With the divided number of
percentages of the frequencies amassed between the number of students who were
assessed based on their grades, it can be concluded that the vast majority of the
respondents (94.73%) received "excellent" remarks in this subject with the combined
frequencies of those who received grades like 1.00 and 1.25. Moreover, there is one
respondent (2.63%) who received "very good" remarks in this subject after receiving a
grade of 1.50, while there is also one respondent (2.63%) who received "good" remarks
in this subject after receiving a grade of 2.25.
The interpreted data clearly shows how the ELE learners in all year levels
performed in their English classroom. In all of the measured subjects, the majority of the
respondents have shown excellent performance while few have performed satisfactory.
3. Level of implication of code-switching approach to the skills of the English
Language Education learners
3.1. Comprehension Skills
Table 14
Level of Implication of Code-switching to Comprehension Skills
Level of Implication of Code-switching Verbal

Weighted Mean
(Comprehension Skills) Interpretation
1. helps me understand the
context/gist/main idea of the English 4.20 True of me
literature that we are studying.
2. helps me understand my teacher’s
4.19 True of me
given oral instruction.
3. helps me summarize the newly learned
lesson: lessons in English literature, 4.21 True of me
lessons in grammar, etc.
4. helps me compare and contrast
different concepts that are taught in our
4.25 True of me
English class such as concepts of varying
cultures, different teaching methodologies
5. helps me have an inference about the
4.22 True of me
taught lessons about English literature.
6. helps me draw conclusions from the
4.17 True of me
English lessons we had in class.
7. helps me relate my background
knowledge to a newly learned lesson 4.29 True of me
General Weighted Mean 4.22 True of me
It can be observed in the table that “helps me relate my background knowledge
to a newly learned lesson” has a highest computed mean of 4.29 with a verbal
interpretation of true of me. This implies that most learners agree that code-switching
helps learners recall their prior knowledge and enables them to relate it to new lessons
and concepts they have learned. The findings are similar to the study conducted at
Namibia University in 2018, in which it was concluded that code-switching has positive
effects on both learners and teachers. Code-switching also helps them connect to their
prior knowledge, enabling them to understand challenging aspects of the lesson and
encouraging them to participate in the discussion.
The result was followed by “helps me compare and contrast different concepts
that are taught in our English class such as concepts of varying cultures, different
teaching methodologies” with a computed mean of 4.25 and a verbal interpretation of
true of me. Overall the level of implication of code-switching approach to the skills of the
English language education learners in terms of comprehension skills of the respondents
has a general weighted mean of 4.22 and a verbal interpretation of true of me.
The table revealed that code-switching has a favorable implication on the
comprehension skills of the learners; it is similar to the findings of research conducted in
2019, showing that code-switching is beneficial for learners' understanding. Using code-
switching helps learners with lower performance to follow the lessons better than using
English only (Ahmad, 2019). It reduced learners' stress by not worrying about what to
say because they could switch to L2 when they did not know how to say it in English.
3.2. Language Skills
Table 15
Level of Implication of Code-switching to Language Skills
Level of Implication of Code-switching Weighted Verbal

(Language Skills) Mean Interpretation
1. helps me become fluent with my
3.99 True of me
secondary language when listening
2. helps me learn the new language
4.22 True of me
concepts I recently heard from the class.
4.01 True of me
secondary language when speaking.
4. helps me orally practice the grammar I
4.02 True of me
just learned from the class.
3.97 True of me
secondary language when reading
6. helps me improve my grammar
3.96 True of me
awareness when writing
3.92 True of me
secondary language when writing.
It can be observed in the table that “helps me learn the new language concepts
I recently heard from the class.” have the highest computed mean of 4.22 with a verbal
interpretation of true of me. It was followed by “helps me orally practice the grammar I
just learned from the class” with a computed mean of 4.02 and a verbal interpretation
of true of me. Overall the level of implication of the code-switching approach to the
English language education learners in terms of language skills of the respondents has
a general weighted mean of 4.01 and a verbal interpretation of true of me.
The results imply that learners positively perceive the role of code-switching in
practicing and developing their language skills. And most of them consider the
effectiveness of code-switching in understanding new concepts and oral practicing of
grammar.
The result could be supported by the claim of Akram and Khan (2020) that
learners practiced code-switching frequently during formal oral presentations in the
classroom. This claim is pertinent to the findings mentioned above because most
language education learners constantly practice their grammar skills through oral or
verbal class presentations, permitting them to alternate between their second language
and targeted language. Also, a study on code-switching practices in English as a
foreign language class revealed that code-switching helps learners practice grammar
and learn new vocabulary and word translations.
3.3. Communication Skills
Table 16
Level of Implication of Code-switching to Communication Skills
Level of Implication of Code-switching Weighted Verbal

(Communication Skills) Mean Interpretation
1. helps me communicate with my instructor
4.31 True of me
effectively
2. helps me communicate with my
classmates effectively, whenever I use mixed 4.37 True of me
codes.
3. helps me feel more comfortable whenever
4.45 True of me
I want to convey or communicate something.
4. helps me during group discussions to keep
4.46 True of me
the line of communication without interruption.
5. helps me enhance my social and academic
4.37 True of me
interaction in the classroom.
6. helps me participate in any writing activity
4.05 True of me
whenever I code-switch.
7. helps me express myself accurately 4.44 True of me
It can be observed in the table that the level of implication of code-switching
under the communication skills was perceived as "true of me." The weighted means lie
from 4.31, 4.37, 4.45, 4.46, 4.37, and 4.05, respectively. Moreover, the general
weighted mean was 4.35 with a verbal interpretation of "true of me." The highest
computed mean falls under "helps me during group discussions to keep the line of
communication without interruption," It implies that the ELE learners see code-
switching as useful tool that benefits them to have a more effective group discussion
for it keeps the conversation flow without interruption because it can fill in the lapses
from the use of single language in a conversation.
The findings could be supported by the claim of Skiba (2012), who argued that
one of the factors accounting for code-switching is the student's inability to express
themselves and communicate their message in language classrooms. Code-switching
maintains continuity in speech and does not interfere with the flow of linguistic
expression.
4. Frequent do the respondents switch code during English Language Education
4.1. Comprehension Skills
Table 17
Frequency of Code-switching of the ELE Learners: Comprehension Skills
Frequency of Code-switching Weighted Verbal

(Comprehension Skills) Mean Interpretation
1. in order for me to have inferences about
3.94 Often
the taught lessons about English literature.
2. in order for me to understand the context,
gist, main idea, and the message of the English 4.10 Often
literature that I am reading.
3. in order for me to understand the given oral
3.94 Often
instruction of my instructor.
4. in order for me to summarize the newly
learned lessons (English grammar lessons, 3.96 Often
English literature, etc.)
5. in order for me to draw conclusions from
3.99 Often
the English lessons we had discussed in class.
6. in order for me to compare and contrast
different concepts that are taught in our English 4.04 Often
class.
7. in order for me to relate my background
4.18 Often
knowledge to a newly learned lesson.
General Weighted Mean 4.02 Often
The table above presents the frequency of code-switching concerning
comprehension skills. It can be seen that the highest computed mean is 4.18, which
falls under "in order for me to relate my background knowledge to a newly learned
lesson." It was followed by "in order for me to understand the context, gist, main idea,
and the message of the English literature that I am reading," which got a computed
mean of 4.10. Both were perceived to have a verbal interpretation of "often." The
general weighted mean for the frequency of code-switching under the comprehension
skills is 4.02, which has a verbal interpretation of "often."

Based on the result, it can be perceived that learners frequently code-switch to
connect or relate their previous knowledge to a new knowledge they acquired. Learners
also make use of code-switching for them to be able to understand the context, gist,
main idea, and message of English literature.
4.2. Language Skills
Table 18
Frequency of Code-switching of the ELE Learners: Language Skills
Frequency of Code-switching (Language Weighted Verbal

Skills) Mean Interpretation
1. because it helps me improve my grammar
3.85 Often
awareness when I am writing.
2. because it helps me become fluent with my
3.91 Often
secondary language when listening.
3.78 Often
secondary language when writing.
3.88 Often
secondary language when reading.
5. because it helps me learn the new language
4.02 Often
concepts I recently heard from the class.
6. because it helps me substitute words that I could
4.22 Often
not recall in my secondary language.
7. because it helps me orally practice the
4.01 Often
grammar I just learned from the class.
The table reveals that all items have a verbal interpretation of "often." It was
clearly shown on the fifth and sixth indicators with a weighted mean of 4.02 and 4.22,
respectively. The result implies that the learners frequently used code-switching to
substitute words they could not recall from their second language (sixth indicator), and
that code-switching could help them learn new languages (fifth indicator). The general
weighted mean for the frequency of code-switching under the context of language skills
is 3.95, with a majority verbal interpretation of "often".
4.3. Communication Skills
Table 19
Frequency of Code-switching of the ELE Learners: Communication Skills
Frequency of Code-switching Weighted Verbal

(Communication Skills) Mean Interpretation
1. because it helps me communicate with
4.11 Often
my instructor effectively.
2. because it helps me communicate with
4.30 Often
my classmates effectively.
3. because it makes me feel more
comfortable whenever I want to convey or 4.27 Often
communicate something.
4. because it serves as my means of
expressing oneself easier and more 4.27 Often
accurately.
5. because it helps group discussions to
keep the line of communication without 4.24 Often
interruption.
6. because it enhances my social and
4.17 Often
academic interaction in the classroom.
7. because I was to be able to participate
in any speaking and writing activity 4.10 Often
whenever I code-switch.
The table shows that the reason, “because it helps me communicate with my
classmates effectively” has the highest computed mean of 4.30 with a verbal
interpretation of “often” followed by “because it makes me feel more comfortable
whenever I want to convey or communicate something” and “because it serves as my
means of expressing oneself easier and more accurately” with a computed mean of
4.27 and verbal interpretation of “often”.

It can be inferred from the table that code-switching by ELE students is most
frequently done because they view it as a valuable technique for connecting with or
communicating with their classmates. The Communication Accommodation Theory
(CAT) can vouch for this result, as claimed by the theory, bilinguals would mostly tend
to switch codes if they learned that their method of communication can be
accommodated if their interlocutors shares the same values, norms, and of course,
language, to gain convenience as they communicate. The ELE learners of the
Polytechnic University of the Philippines (PUP) have been sharing the same culture,
values, norm, and language, it is precedented that their method of communication
would be accommodated once they are inside their English classroom.
Overall, the learners do code-switching frequently due to the various reasons
stated in the table with a mean of 4.21 and a verbal interpretation of “often”.
5. Significant implication of code-switching approach to the skills of the
English Language Education
Table 20
Spearman correlation test for significant implication between year level and
code-switching approach to the skills of the English language education
Year Level
Level of Implication Spearman
p-value Decision Remarks
of Code-switching Correlation
Accept Not
Comprehension Skills .113 .162
Ho Significant
Reject
Language Skills .192 *
.016 Significant
Ho
Accept Not
Communication Skills .145 .071
Ho Significant
Note: The researcher rejects the null hypothesis if the computed p-value is less
than or equal to the assigned level of significance (0.05), otherwise failed to reject.
One of the main objectives of this research is to get the significant
implication between year level and code-switching approach to the skills of English
language education. Spearman's coefficient and P-value were used to conclude the
remark and significance of code-switching on the three domains of skills:
comprehension, language, and communication skills.
In table 20, it can be observed that the computed p-value for language skills
is 0.016 which is less than the assigned level of significance. Therefore, the
researchers reject the null hypothesis and conclude that there is a significant
implication between year level and code-switching approach to the skills of the
English language education in terms of language skills.
For Comprehension skills and Communication skills, both got a computed p-
value of 0.162 and 0.071 which are greater than the assigned level of significance.
Therefore, the researchers do not reject the null hypothesis and conclude that there
is no significant implication between year level and code-switching approach to the
skills of the English language education in terms of Comprehension skills and
Communication skills.
The overall findings presented in the table imply that code-switching
significantly affects language skills and that code-switching functions as a
pedagogical tool for learning and enhancing students' linguistic systems. Code-
switching also serves its initial role in which it helps students to have excellent
linguistic competence, such as grammar and vocabulary. The result could also be
sustained by their excellent grades in the language subjects mentioned in other parts
of this chapter, as most of the students gained excellent grades with a numerical
value of 1.00. Also, it is noticeable that as the year level of the students advance,
their linguistic competence also enhance. Furthermore, the results indicate that
students function way better on their four language skills (speaking, reading, writing,
and listening) if they use code-switching. Overall, it implies that using two or more
languages benefits students' language skills.
6. Significant effect on how frequent the respondents code-switched
during English Language Education Learners
Table 21
Spearman correlation test for significant implication between the frequency

of code-switching and grades of the learners in terms of the learning skills
Year Level
Frequency of Code- Spearman
p-value Decision Remarks
switching Correlation
Reject
Comprehension Skills .177*
.027 Significant
Ho
Accept Not
Language Skills .152 .059
Ho Significant
Accept Not
Communication Skills .139 .083
Ho Significant
Note: The researcher rejects the null hypothesis if the computed p-value is less
than or equal to the assigned level of significance (0.05), otherwise failed to reject.
It can be observed in table 21 that the computed p-value for comprehension
skills is 0.027 which is less than the assigned level of significance. Therefore, the
researchers reject the null hypothesis and conclude that there is a significant implication
between the frequency of code-switching and learners' grades in terms of comprehension
skills.
On the other hand, Language skills and Communication skills have a computed
p-value of 0.059 and 0.083 which is greater than the assigned level of significant,
therefore, the researchers do not reject the null hypothesis and conclude that there is
no significant implication between the frequency of code-switching and learners grades
in terms of Language skills and Communication skills.
It can be inferred that code-switching mainly affects the comprehension skills of
the ELE learners in terms of academic skills. Eventhough the previous data expressed
on table 21 that communication has the highest general weighted mean (4.21) when it
comes on the frequent reasons the ELE learners switch codes, compared to the general
weighted means of comprehension skills (4.02) and language skills (3.95). The frequent
switching of codes significantly affects the comprehension skills of the ELE learners,
thus, aids them academically. One reason the research find is that it equips them to
easily understand the contexts of lessons in general.
To sum it up, the ELE learners from all year levels had performed excellently in
their English classroom as resulted from the collected academic profile. When it comes
to comprehension skills, the highest perceived implication of code-switching is that it
helps them relate their background knowledge to a newly learned lesson. This implies
that they learn new knowledge by stimulating their background knowledge through the
help of code-switching.
On language skills, the highest perceived implication of code-switching is that it
helps them learn the new language concepts they recently heard from the class. It
implies that ELE learners, eventhough they are suppose to speak in ENglish as they
learnt he ENglish language, especially grammar lessons, they tend to code-switch
because it equips them to easily understand new language concepts they recently
heard within the class.
The communication skills, on the other hand, the highest perceived implication
according to the perception of the ELE learners is that it helps them express themselves
accurately. It implies that regardless of the necessity to express themselves through
the English language, they find it more effective to utilize code-switching in accurately
expressing themselves.
The most frequent reason for the ELE learners’ switching of codes in terms of
their comprehension skills is to relate their background knowledge to a newly learned
lesson; in terms of language skills, for them to substitute words they could not recall in
their secondary language; and in terms of communication skills, for them to
communicate to their classmates effectively.
Code switching significantly affects the language skills of the ELE learners as
they advance on a higher year level, it allows them to develop language competence
as code-switching aids them to better understand grammar lessons and
other language concepts.
Frequent code-switching has significant effect on the comprehension skills of
the ELE learners, as it helps them to be academically competent. Code-switching to
easily comprehend Englishlessons allows them to perform excellent in their field.

Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary and conclusion derived from the study
about The Perceived Dominating Implications of Code-Switching in the English
Classroom among English Language Education Learners of the Polytechnic University
of the Philippines. Which also provides recommendations that can be adapted by
language instructors, future researchers,and learners.
The study was conducted at Polytechnic University of the Philippines Main
Campus in Sta. Mesa Manila. The respondents were from Bachelor in Secondary
Education Major in English from all year level. The researchers employed quantitative
research and utilized slovins formula and spearman correlation test, thus pertinent data
were obtained from the answered surveys.
SUMMARY OF FINDINGS
The findings of the study were summarized according to the statement of the
problems stated in chapter 1.
1. There were a total of 156 respondents from Bachelor of Secondary Education
Major in English from all year levels.
1.1. 42 of the responses came from the 2nd year respondents, while equally 38
responses from the 1st, 3rd and 4th year level respondents were collected.
1.2. In terms of learners’ Academic Performance, the majority of the
respondents in all year level had an excellent performance inside their
English classroom.
2. The level of implication of code-switching approach to the skills of the English
Language Education learners according to their perception:
2.1. Regarding the level of implication of the code-switching approach among
English Language Education learners under comprehension skills. The
results indicated that “helps me relate my background knowledge to
a newly learned lesson” has the highest computed mean with a verbal
interpretation of “true of me”.
2.2. In terms of the level of implication of the code- switching approach
among English Language Education learners under language skills. The
data reveals that the “helps me learn the new language concepts I
recently heard from the class.” have the highest computed mean with
a verbal interpretation of “true of me”.
2.3. With regards to the level of implication of the code-switching approach
among English Language Education learners under communication
skills, the data reveals that “helps me during group discussions to
keep the line of communication without interruption” has the
highest computed mean with a verbal interpretation of “true of me”.

3. The frequency of code-switching among English Language Education Learners
during English Class discussion according to their perception:
3.1. Regarding how frequently English Language learners code-switch under
the comprehension skills domain, the data reveals that “in order for me
to relate my background knowledge to a newly learned lesson” has
the highest computed mean with a verbal interpretation of “often”.
3.2. In terms of how frequent English Language learners code switch under
the language skills domain, the data shows that “because it helps me
substitute words that I could not recall in my secondary language”
has the highest computed mean with a verbal interpretation of “often”.
3.3. In terms of how frequent English Language learners code switch under
the communication skills domain, the data shows that “because it helps
me communicate with my classmates effectively” has the highest
computed mean with a verbal interpretation of “often”.
4. If the computed p-value is less than the assigned alpha (0.05), the researchers
would have to reject the null hypothesis. And based on the data obtained, the
computed p-value for language skills is 0.016, which is less than the assigned
significance level. Therefore, the researcher rejects the null hypothesis. Hence,
regarding language skills, The result implies a significant implication between
code-switching and the year level of the respondents.
Contrary to the findings above, comprehension and communication skills have a
computed p-value of 0.162 and 0.071, which is much higher than the given
significance level. Therefore it can be perceived that the researcher does not reject
the null hypothesis. The result implies that in terms of comprehension and
communication skills, there is no significant implication between code-switching
and the year level of the respondents
5. With regards to how frequently learners code-switched during their English class,
it can be deduced that the researcher rejects the null hypothesis because the
computed p-value for language skills is 0.016, which is less than the assigned
significance level. The results imply a significant implication between the year
level of the respondents and the frequency of code-switching in terms of language
skills.
Contrary to the findings above, it can be seen that both comprehension and
communication skills have a more significant p-value, which lies from 0.162 and
0.071, respectively. Their respective p-values are much higher than the assigned
significance level, implying that the researchers do not reject the null hypothesis.\
Conclusions
1. Based on the findings in the demographic profile, the researchers identified that most
of the respondents are in Second year. The General weighted Average collected
showed that most of the respondents received grades of 1.00, 1.25, and 1.50 in their
English subjects which is a clear indication that learners excel in terms of their
academic performance.
2. The results of the study revealed that the dominant implication in an English
classroom is most often positive. In light of the results, researchers discovered that
English language education learners intentionally switch code to link their prior
understanding of a topic to an introduced one, which enables their comprehension
skills. The researchers concluded as a result that students connect their prior
knowledge to understand the new information being presented. When it comes to
their language skills, learners regularly code-switch to understand the linguistic
concepts they are studying in the class. Additionally, because most of their
curriculum's activities require learners to deliver oral presentations, speeches, and
demonstrations, it benefits language education learners by providing them more
practice using oral grammar. In terms of their communication skills, they maintain
clear communication during group discussions, by code-switching.The researchers
came to the conclusion that learners switch code to efficiently articulate themselves,
particularly in a group conversation.
3. The outcome of the study showed that the frequency of code-switching among
English Language Learners is often across the three domains: Comprehension,
Language, and Communication. Under Comprehension skills, learners tend to code-
switch in order to relate their former knowledge to a new concept taught. The
researchers discovered that Learners activate their prior knowledge in order to make
connections between the new information. When it comes to language skills, the
results showed that learners regularly code-switch to remember the terms foreign to
them in their second language. Hence the researchers found out that learners code-
switched to explain themselves accurately and to compensate for the language
difficulties. Under the communication skills, the results demonstrated that learners
used code-switching to articulate themselves clearly and to improve their classroom

social and academic interactions. In conclusion, learners tend to code-switch to
interact effectively during classroom participation.
4. The study's findings identified a significant relationship between year level
and Code-Switching approach to language skills of English language Education
Learners. The researchers concluded that, as year level and code-switching
increase the level of implication to the language skills also increases. However,
there is no significant relationship between year level and Code-Switching regarding
communication and comprehension skills. Hence, the researchers arrived at the
conclusion that as year level and code-switching increases the level of implication to
the comprehension and communication skills is not significant.
5. The study's findings identified that there is a significant relationship between the
frequency of code-switching and the general weighted average of the respondents.
The study came to the conclusion that code-switching is an essential part of learning,
particularly in literature classes where learners are required to decode, comprehend,
and present knowledge from a variety of learning materials, including books and
other published literary works. The association between the two variables is positive
and directly proportional, which implies that when code-switching occurs more
frequently, learners' academic achievement and level of comprehension increase as
well. The results, however, do not indicate any appreciable connections between the
respondents' year level and the frequency of code-switching in terms of
Communication and Comprehension skills. Hence, the researchers drew from the
findings that, as code switching occurs frequently and academic achievement
increases, Communication and Comprehension skills are not related.
6. Multiple studies have found out that code-switching is prevalent to benefit the
communication skills of a bilingual speaker. For instance, it helps them to easily
express themselves, it gives them an effective communication environment, and it
gives them confidence to communicate to others. However, on this research study it
is found that communication skills has no significant implication to the academic
performance of the students particularly the ELE learners. Eventhough the most
frequent reason of the ELE learners for their code-switching is to give advantage to
their communication skills, it does not serve its purpose to help the ELE learners
gain academic competence inside the English classroom. Instead, the language
skills and comprehension skills have significant relation to code-switching inside the
English classroom, henceforth, it helps improve the ELE learners performance inside
the English classroom.
Recommendations
1. The Commission on Higher Education can utilize the findings of this study to promote
inclusivity by creating a memorandum allowing the use of L1 (First Language) and L2
(Second Language) simultaneously across tertiary-level institutions in the Philippines.
To support and enhance English Language Learners' acquisition of both Languages in
the academe.
2. According to the study results, code-switching among English language learners in an
English classroom has several advantages, especially in the three skill areas of
Language, Communication, and Comprehension. Contrary to the English Only Policy's
popular class rule. The researchers advise that the use of L1 (First Language) should
be encouraged and proportional to the usage of L2 when participating actively in class.
Therefore, both should be utilized to create a dynamic and natural learning
environment.
3. Language instructors can use the findings of this study to improve their approach to
teaching English language learners. The findings indicate that code-switching has
positive implications for improving learners' knowledge, particularly in the three
domains: Language, Communication, and Comprehension. The teacher can
encourage class participation and collaboration in the three skills to promote students'
learning to become fluent and proficient in both languages.
4. Future researchers may conduct a new study focusing on teachers' perceptions. This
research study does not limit the learners' perception, as teachers also switch codes
inside the English classroom. Their perceptions when teaching the language using the
code-switching approach may differ from the learners' perceptions as they learn the
language.
5. Future researchers may conduct qualitative research about the learners' perception of
how code-switching affects their comprehension, language, and Communication skills.
However, this does not limit the skills mentioned earlier; future researchers may try to
add or use different involved skills when switching codes. In addition, they can collect
data from different courses with many respondents.

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APPENDICES
Appendix 1
INSTRUMENT
(Google Forms for the actual collection of data)

Appendix 2
EVALUATION FORM FOR THE SURVEY QUESTIONNAIRE

This page is reserved for the survey questionnaire evaluation that is yet to be issued by Prof. Saturnina
Gomez.
Appendix 3
CERTIFICATION OF VALIDATION
This page is reserved for the validation certificate that is yet to be issued by
Prof. Saturnina Gomez.
Appendix 4
UNIVERSITY RESEARCH ETHICS CLEARANCE

BIOGRAPHICAL STATEMENT
Kimronette N. Amoyo age 22 took his Bachelor's Degree in Secondary
Education major in English at the Polytechnic University of the Philippines-Sta.
Mesa, Manila. Despite working and studying full-time, he constantly makes it to the
president's list. He completed a number of online courses throughout the pandemic
and participated in webinars to gain credentials. He was adamant that everything
in life had the power to either make or break us. Nevertheless, he thought that we
must continue.
Abner S. Cataina is a 21-year-old college student at the Polytechnic
University of the Philippines pursuing a Bachelor's Degree in Secondary Education
Major in English. From his first to third year of college, he has been a consistent
President's Lister, and he hopes to be a candidate for Latin Honors by the time he
accomplishes his degree. Aside from his strong desire to become a successful
teacher someday, Abner enjoys doing volunteer work as well as engaging with new
people. He was able to improve his leadership skills through his active social
engagements and past experience as a volunteer student, which eventually led to
him joining multiple organizations since he was in high school. In fact, he became
an English Representative Officer in one of his college's major club organizations,
BEST Society. He envisions himself traveling around the world in the future
because he believes that we only have one life to live, so live it to the fullest.
Epifanie Jobelle B. Ledoma is currently taking her bachelor's degree in
secondary education with a major in English at the Polytechnic University of the
Philippines. She is a consistent President Lister at her college. She is also a former
member of the College of Education student council and was assigned to facilitate
programs and activities under the environmental committee. Aside from that, she
also graduated from senior high school with various awards in her Engineering and
Research class. She also facilitates different Disaster and Risk reduction
management seminars and Youth volunteerism. And for her, the pursuit of mastery
is an endless journey, but those who persevere etch their names in history.
Catherine S. Magalang is a 21-year-old student pursuing a bachelor's
degree in Secondary Education Major in English at PUP Sta. Mesa. She has
been on the President's List every year since her freshman year until the first
semester of her third year in College. Life isn't easy for her, which is why she
studies while working to meet her needs and help her family's finances.
Regardless of how busy she is at work, she always finds a way to balance it with
her studies. Although she felt so empty and hopeless at times that she almost
gave up on everything, she has friends who stick by her side and cheer her up,
for which she is grateful. In the present, she is still optimistic about her future and
believes that she will achieve all of her goals in life with no regrets.
Ram Angelo C. Ramirez is a 22 year-old college student taking up
Bachelor of Secondary Education Major in English at the Polytechnic University of
the Philippines. He is a proud native of Angono, Rizal – a small town in Souther
Tagalog known as the Art Capital of the Philippines and the Home of the Higantes.
His overwhelming passion in all the things he does has rooted from this heritage
of his. It is undoubtedly that he is an astounding preservice teacher for he is a
consistent President’s Listerfrom 1st year college up until 3rd year college. His
secret weapon is his innate creative mind which he utilizes in everything he is
doing. He have recently overcome a college life challenge which is blending in with
his colleagues because he encountered culture shock as he shifted from Senior
High School to College. His mantra in life is “In order to understand the world,
become the world.”

Rica Legaspi Romero, a female student at Polytechnic University of the
Philippines in her fourth year, is 22 years old and pursuing a bachelor's degree in
secondary education with a focus in English. She finished with honors from senior
high school at Polytechnic University of the Philippines and used to be on the
president and dean's list during her first and second year levels. She struggled
since she was so accustomed to her pre-pandemic schedule and had little room to
shift when the pandemic first began. It took her a year to adjust and have a new
routine to keep herself occupied and still be able to comply. She doesnt have a
specific life mantra, but what keeps her going is the idea that every little steps are
still progress.

Polytechnic University of The Philippines

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 2

Philippine Copyright 2022

THE PERCEIVED DOMINATING IMPLICATIONS OF

In Partial Fulfillment of the Requirements for the Degree

CERTIFICATION AND APPROVAL SHEET

It requires an enormous amount of effort and determination to accomplish this

potential of this study.

The researchers uses this opportunity to express their deepest gratitude to

promising research outcome.

research study process.

To the Chairperson of the Department of Elementary and Secondary Education

(DESED), Dr. Daizylyn Palillo, for her overwhelming guidance.

To the family of the researchers for their encouragement, generous support,

made the success of the research possible.

researchers to acknowledge their individual capabilities.

DOMINATING IMPLICATIONS OF CODE-SWITCHING IN THE ENGLISH CLASSROOM

AMONG ENGLISH LANGUAGE EDUCATION LEARNERS OF THE POLYTECHNIC

acknowledgment were made.

Ledoma, Epifanie Jobelle B.

Ramirez, Ram Angelo C.

Title : THE PERCEIVED DOMINATING IMPLICATIONS OF CODE-

Researchers : Kimronette N. Amoyo

Degree : Bachelor of Secondary Education Major In English

Institution : Polytechnic University of the Philippines

Adviser : Prof. Sherry Ann C. Medrano, DEM

In the Philippines, code-switching is a widely practiced method of communication.

According to a number of research on code switching, this linguistic phenomenon is used

to use two languages for communication.

multilingual learners who practice code-switching inside a language classroom. The

of the English Language Education (ELE) Learners according to their perception:

learners, the researchers found a substantial correlation.

Keywords: Code-switching, Language, Comprehension, Communication, Englsih

Chapter 1 The Problem and Its Setting

Chapter 2 Review of Literature and Studies

Relationship of Bilingualism and Code-switching 21

Chapter 4 Results and Discussions

Frequent do the respondents switch code during English 59

Significant implication of code-switching approach to the skills 62

Chapter 5 Summary of Findings, Conclusion, and Recommendations

Appendix 1 Research Instrument 1 84

Biographical Statement 115

Table Title Page

1 5-Scale Likert Scale 38

8 Academic Performance of the 2nd year ELE Learmers in 48

19 Frequency of Code-switching of the ELE Learners: 61

Figure Title Page

1 Independent Variable – Dependent Variable (IV-DV)

THE PROBLEM AND ITS SETTING

Code-switching is a phenomenon that exists in bilingual and multilingual

communicate. According to the definition of code switching, it is the alternation of two

languages within a single discourse, sentence, or constituent (Jamshidi &

Code-switching is a prevalent practice in the Philippines. According to a

number of research on code switching in the Philippines, this linguistic phenomena is

on English and Tagalog elements in a biweekly newspaper; Bautista’s (1979) study on

analysis on print advertisements; and Pascasio’s (1978) study on code switching in

effective. According to Kachru (2005), English, which is seen as a functionally native

frequently observes this phenomenon in television advertisements, public interviews,

For academic institutions, the decision to adopt code-switching in the

classroom is an essential choice. In the Philippine Educational System, Teachers are

debatable, especially in an academic setting. Martin (2014) explained that code

switching, also referred to as pedagogic code switching or classroom code switching in

Science in addition to English as prescribed by the Bilingual Education Policy.

Consequently, students are expected to graduate or complete language courses with