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A Phenomenological Inquiry of Code-Switching Among College Students

Article in AsiaCALL Online Journal · June 2023

DOI: 10.54855/acoj.231418

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AsiaCALL Online Journal Received: 07/01/2023
ISSN 1936-9859; https://asiacall-acoj.org Revision: 01/06/2023
Vol. 14, No. 1, 2023 Accepted: 05/06/2023
pp. 120-138 Online: 10/06/2023

A Phenomenological Inquiry of Code-Switching Among College Students

Kurt Candilas1*, Ivory Villanueva1, Elvie Mae Taglinao1, Kristina Villarta1
1
Lourdes College, Cagayan de Oro City, Philippines
*
Corresponding author's Email: [email protected]
*
https://orcid.org/0000-0002-2299-8575
*
https://doi.org/10.54855/acoj.231418
®
Copyright (c) 2023 Kurt Candilas, Ivory Villanueva, Elvie Mae Taglinao, Kristina Villarta

Abstract

Code-switching is the use of two languages in discourse to convey the intended message. The
study investigated the phenomenon of code-switching during oral participation, specifically
the experiences and contexts of the purposively selected students of ABC College in Cagayan
de Oro City. The Phenomenology Design was employed in this study to explore the
participants' actual experiences to identify the essence of human experiences. This study
included six students from different programs of ABC College who experienced code-
switching. The analysis was done using Creswell's (2007) simplified version of Moustakas's
modification of the Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data.
The finding of the study showed that the participants switched between codes during oral
participation to support their communication skills and to feel more comfortable and
confident in participating. The findings demonstrated that the phenomenon of code-switching
as used by the students tended to come out when they were asked, wanted to express
themselves more, encountered difficulty using the English language, were afraid to commit
grammar errors, had difficulty recalling, lacked vocabulary, and when teachers allowed them
to switch codes. This implies that the participants' experiences and contexts of code-switching
during oral participation are reasons for code-switching. Thus, this study recommended
facilitating the use of code-switching during oral participation in moderation for students to
practice proficiency in their second language, English.

Keywords: Code-switching, Oral Participation, Phenomenological Inquiry

Introduction
Code-Switching refers to the utilization of two or more languages within a sentence or
discourse. It is a phenomenon observed in bilingual and multilingual societies where it is a
natural merging of languages during a conversation that often occurs between speakers who
commonly have two or more languages to better communicate and convey ideas meaningfully.
Bullock and Toribio (2012) stated that code-switching is the simultaneous use of two or more
languages in a discourse by multilingual people. This suggests that when people choose to
communicate and participate in a conversation, they use a specific code, whether it be a
particular language, dialect, or style, as resources to find more effective ways to communicate.
Similarly, Moghadam et al. (2012) and Jamshidi and Navehbraim (2013) added that code-
switching is the process of shifting from one language to another in a conversation.

CITATION | Candilas, K., Villanueva, I., Taglinao, E. M., & Villarta, K. (2022). A Phenomenological Inquiry
of Code-Switching Among College Students. AsiaCALL Online Journal, 14(1), 120-138. DOI:
https://doi.org/10.54855/acoj.231418
https://asiacall-acoj.org Candilas, K., Villanueva, I., Taglinao, E. M., & Villarta, K. Vol. 14; No. 1; 2023

Code-switching is the method of altering language in a conversation as a communication

strategy to convey the intended message. The researchers observed that individuals code-switch
for several reasons. In a classroom setting, students code-switch to share their thoughts and
ideas if they cannot express them using a specific language. As a result, they explain their ideas
during conversational situations and oral recitations by combining their first language and the
English language. This phenomenon is considered an empirical gap that this study seeks to fill
by inquiring about the lived experiences and contexts of students who are code-switching
during oral participation.
Based on the foregoing observations of the researchers, studies supported the idea that code-
switching is a phenomenon that happens in a multilingual society where people communicate
using two or more languages by alternating them during a conversation to convey the intended
message. Furthermore, the phenomenon of code-switching during oral participation has been
favored as it makes for more interactions and engagements in the classroom setting, especially
when learners have trouble speaking using the English language (Jamshidi & Navehbraim,
2013; Subon & Tarmin, 2021; Bhatti et al., 2018; Liwasni et al., 2015). In the Philippine setting,
Villanueva, L., & Gamiao, B. (2022) found that code-switching is a big help in facilitating better
teaching and learning in Philippine college classrooms. The aforementioned studies have
observed that code-switching is used for several reasons, most commonly as a communication
strategy and by language users at times when they are having trouble speaking a specific
language.
In Cagayan de Oro City, students in multilingual classrooms are mixing two or more languages
if they find difficulty expressing their ideas in the English language during oral participation.
Hence, this study aimed to investigate the phenomenon of code-switching in a classroom setting
during an oral discourse. Specifically, it intends to explore the experiences and contexts of the
lived experiences of the students who are code-switching in the classroom during oral
participation in ABC College.

Literature review
This study assumed that code-switching is one of the communication strategies used by students
to support their oral participation, where they mix two or more languages to convey and explain
their thoughts and ideas if they cannot express them well in English. This assumption is
supported by Vygotsky’s Social Constructivism Theory (1968) and the Theory of
Semilingualism by Hansegard (1968).
Accordingly, Vygotsky's Social Constructivism Theory (1968) holds that people interact with
their culture and society to form the social worlds they live in by engaging in experiences and
reflecting on those experiences which knowledge is created through language use and social
interaction, making it a shared experience. Another theory that supports the argument of this
study is the theory of Semilingualism by Hansegard (1968) which suggests that one has half the
knowledge of both his first and second languages. This means that the speaker understands the
fundamentals of the language but falls short in other areas of linguistic competence, such as
vocabulary size, grammatical correctness, unconscious language processing, language creation,

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mastery of language functions, and meaning.

Moreover, Vygotsky's Social Constructivism theory and Semilingualism theory are used as a
foundation of this study in looking at the experiences that influence an individual's language
learning, how learners acquire, experience, and use language in interacting with the world,
specifically their peers and teachers in a classroom setting which interactive situations influence
others to use and develop their language and widen it. Furthermore, the Semilingualism theory
is used as a foundation in this study, assuming a likeness to the nature of code-switching, a
phenomenon that occurs in a multilingual society where language users speak and communicate
using two or more languages in a discourse to convey a message and the occurrence of the
combined half knowledge of the first and second language used by an individual for various
reasons. It was also believed that individual’s code-switch because of language deficiencies,
leading them to switch languages to express themselves better. Thus, the aforementioned
theories are utilized as a foundation of this study as it provides further explanation of how an
individual experience language through social interaction as they interact with others in a
classroom set-up and in any context.
Research Questions
To fulfill the purpose of the study, the survey was seeking to answer the following research
questions:
1. What are the experiences of college students who are code-switching during oral
participation?
2. What are the contexts of the lived experiences of college students who are code-
switching?

Methods
Pedagogical Setting & Participants
The participants of this study were six (6) college students from different programs of a private
catholic college in Cagayan de Oro City. Following Polkinghorne's (1989) selection of
participants, phenomenological researchers interviewed six college students who had all gone
through similar experiences. The participants of the study are selected based on the criteria:
students that are not known by the researchers, are recommended by teachers who code-switch
during oral discourse, know the nature of the study, and are engaged in oral participation in
responding to questions on learning their course subjects. Moreover, the participants are
selected using the purposive sampling method wherein the researchers purposely selected
individuals from the population based on the criteria to gather the experiences of the chosen
participants that can supply the important information to meet the study's goals.
Design of the Study
This study used a Phenomenology Design, an approach in studying experiences wherein
researchers identify the essence of human experiences about a phenomenon (Creswell, 2009).
In this study, phenomenology uncovered the experiences and contexts of the lived experiences

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of college students who are code-switching using the Cebuano/Visayan and English languages
during oral participation.
Data collection & analysis
The researchers asked permission from the Dean of every program in ABC College, Cagayan
De Oro City to elicit responses from the purposely selected students through a letter for legal
permission. After the approval, the researchers go through the data gathering of the study to
collect responses from the participants during the scheduled semi-structured interview via
Google Meet to further investigate the use of code-switching during oral participation. Before
conducting the interview, the researchers first gave an informed consent form to the selected
respondents of the study. Once consent was granted, the researchers introduced the study to the
participants, and were then gathered in a private live video conference where an in-depth
interview was administered to gain more in-depth responses regarding their code-switching
practices during an oral discourse in class. The duration of the interview lasted for 40-45
minutes each participant. To protect the data of the participants, recordings of the collected
responses that are stored digitally are deleted.
The research instrument used in this study is a self-made research question that experts of the
field validate for a scheduled semi-structured interview in investigating the phenomenon of
code-switching of the participants. The research instrument included questions for interviews
to further gain in-depth data about the lived experiences of the participants of the study who are
code-switching. These questions include: (1) While attending your online classes, do you have
experiences where you are code-switching? (2) Can you share more about these experiences?
(3) How does it feel when you are code-switching? Is it fulfilling? Do you feel uncomfortable?
(4) What are the situations that encourage or force you to code-switch? (5) What pushed you to
code switch? (6) Can you share more about your lived experiences in that context?
Analysis of the responses was done using Creswell's (2007) simplified version of Moustakas's
modification of the Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data. This
analysis involved the following: description of experiences with the phenomenon, bracketing,
the listing of significant statements, coding and clustering of significant statements to form
themes, producing textural descriptions of experiences, the building of structural descriptions,
and combining descriptions of essences. The analysis allows researchers to explore the
respondents' experiences, perspectives, and opinions on code-switching.
To ensure the transparency of this research study, the Trustworthiness framework of Lincoln
and Guba's Four-Dimensions Criteria (1985) which includes credibility, transferability,
dependability, and confirmability, was observed. For credibility, the researchers assure
participants that the interview is solely conducted for research purposes only and ensure a
prolonged engagement to instill confidence that the findings based on participants' perspectives
are accurate, reliable, and realistic. For transferability, the researchers see to it that the detailed
descriptions of the participants' lived experiences and contexts of code-switching are captured.
For dependability, the researchers ensure that the study's process is traceable and thoroughly
recorded. For confirmability, the researchers ensure that interpretations and findings are
unmistakably drawn from the data, necessitating a justification for the researcher's conclusions

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and interpretations and that data were double-checked during data collection and analysis and
were returned to the participants for verification.
Results/Findings and discussion
Four themes emerged in the findings. These are academic preparedness, language barrier,
emotional burden, and pedagogical culture. These themes are based on the cluster of sub-themes
as shown in Table 1, 2, 3, and 4.
Table 1 shows the extracted statements from the narratives of the participants, coded and
clustered as sub-themes. The sub-themes and the implied meanings are considered significant
in the foundation of the four main themes.
Table 1. College Students’ Experiences and Contexts of Lived Experiences of Code-Switching
During Oral Participation
Main Themes Sub-themes Significant General
Statements Description of the
Theme
Theme 1: Expression and …code switching is the best Expression of ideas,
Academic Delivery of way to express my ideas … I illustrating answers,
Preparedness Ideas can absolutely understand expounding thoughts and
what I am saying and I can opinions caused
express my thoughts and participants to code-switch.
opinions… (Participant 2,
Transcript 6, Lines 239 –
241)
Grasping of …code switching has Code switching aids
Information impacted my way of better in understanding
learning as it allows me to and grasp of information
understand our as well as being
discussion… (Participant understood.
5, Transcript 21, Lines 953
– 954)

Mastery of …if I know the topic, I can Code-switching is due to

Topic express and answer using the full grasp of the topic
the English language and the anxious mind of
straight stating wrong and
but if I am not misunderstood concepts
knowledgeable on the in explaining an
topic, then it pushes me to unfamiliar topic in class.
code switch. (Participant 4,
Transcript 23, Lines 1047
– 1048).
Fulfillment …it is fulfilling for me Fulfillment is a feeling of
because I can freely satisfaction once ideas
express my ideas. and answers are
(Participant 1, Transcript expressed by switching
1, Lines 42 – 44) codes.
Data to identify the participant’s experiences and context of the lived experiences of code-

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switching were obtained from semi-structured interviews. Participants were given pseudonyms
(P1, P2, P3, P4, P5, and P6) for confidentiality purposes.
Theme 1: Academic Preparedness (Expression and Delivery of Ideas, Grasping of
Information, Mastery of Topic, Fulfillment)
Academic Preparedness is one’s way of switching codes in expressing ideas and grasping
of information during oral participation. This theme includes the Expression and Delivery of
Ideas, Grasping of Information, Mastery of Topic, and Fulfillment.
Expression and Delivery of Ideas
Expression and Delivery of Ideas is a manifestation that pushes participants to code-switch
from the English language to Cebuano/ Visayan language. According to Alang and Idris (2018),
students enjoy the class more, feel more at ease, and feel like they learn more about the subject
with code-switching. It was believed that the practice of code-switching in the classroom had
enhanced students' accomplishment in terms of subject knowledge since they are better able to
learn new vocabulary and respond to the lecturers' questions making them express and explain
their ideas more effectively compared to using the target language. These were similarly
expressed by Participants 2 and 3 regarding their use of code-switching. “…code-switching is
the best way to express my ideas … I can absolutely understand what I am saying and I can
express my thoughts and opinions…” (P2, Transcript 6, Lines 239 – 241). "...I can express my
thoughts and opinions if I do code-switching to the Visayan language, unlike English only…”
(P3, Transcript 9, Lines 386 - 387).
The participants expressed that code-switching helps them to express their ideas more
clearly. This is supported by the study of Caparas and Gustilo (2017), which stated that code-
switching improves speakers' comfort level when speaking and encourages spontaneous
expression. The responses revealed that switching between codes allowed participants to
communicate things they could not express thoroughly in the target language.
Grasping of Information
Grasping of Information is an instance that led participants to switch codes which makes
it easier for those who don't speak English to understand the subject. Arumugam et al. (2017),
stated that code-switching increased academic debate in group conversations and gave
restricted students room to better grasp the topic. Participants 3 and 5 mentioned that when they
code-switch, both they and their listeners can grasp what they are attempting to convey.
Participants 3 and 5 specifically shared that they switch codes for better understanding “…I
code-switch to better express and have a better understanding.” (P3, Transcript 9, Line 389).
“…code-switching has impacted my way of learning as it allows me to understand our
discussion…” (P5, Transcript 21, Lines 953 – 954).
Code-switching has a positive effect on the students’ understanding as it is efficient in the
classroom and brings students self-confidence and a sense of comfort (Promnath & Tayjasa,
2016). In addition, the use of code-switching allows low-proficient students to follow the
lessons better than merely using English.

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Mastery of Topic
Code-switching is due to certain circumstances in terms of the participants’ knowledge
and mastery of the topic being discussed in the class. Liswani (2015) stated that the mother
tongue was used in English-medium classrooms for classroom administration, analysis,
clarifying faults, and assessing comprehension. He said it was a tool that aids students in
understanding and internalizing their lessons. Participant 2 stated “...it's a little bit of pressure
for me because you have to be fluent in your answer.” (P2, Transcript 6, Line 268) "…If I know
the topic, I can express and answer using the English language straight, but if I am not
knowledgeable on the topic, then it pushes me to code-switch." (P4, Transcript 23, Lines 1047
– 1048).
Nordin et al. (2013) emphasized that code-switching aids students’ comprehension. This
seemed to be helpful for students who are prone to code-switching due to a lack of English
language proficiency and do not major in English. In order to communicate effectively,
individual constantly switch back and forth between their first and second languages.
Fulfillment
Fulfillment is the feeling the participants feel every time they alternate two languages as
they feel satisfied and feel great. All of the participants admitted that code-switching is fulfilling
for them. Below are the participants' responses:
“…It is fulfilling for me because I can freely express my ideas…”
(P1, Transcript 1, Lines 42 – 44)
“…code-switching is the best way to express my ideas…I can absolutely understand
What I am saying and I can express my thoughts and opinions…”
(P2, Transcript 6, Lines 239 – 241).
“…It is fulfilling since I can express my thoughts thoroughly…and it is really
C omfortable to use our first language…” (P3, Transcript 9 -10, Lines 419 – 422).
“…It is fulfilling for me because it enables me to express my thoughts and opinion…”
(P4, Transcript 15, Lines 661 – 663)
“…It is fulfilling because it allows me to express myself and be understood…”
(P5, Transcript 20, Line 933)
“…it is fulfilling because it allows me to answer the questions of my professor
explicitly...” (P6, Transcript 25, Lines 1170 – 1171).
The responses by the participants imply that their use of code-switching made them
express their ideas thoroughly, which made it fulfilling. This was supported by Liwanag and
Labor (2016), which stated that students' use of their first and second languages interchangeably
in conversation is perceived as fulfilling relational and referential functions and promotes
effective communication. It allows students to build confidence levels as well as to be active

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participants during oral recitation.

The findings showed that code-switching helps students increase communication skills,
express themselves, grasp information, and boost their confidence level. Nevertheless, this also
helped them to enjoy it more without thinking of language use.
Table 2. College Students’ Experiences and Contexts of Lived Experiences of Code-Switching
During Oral Participation
Main Themes Sub-themes Significant General
Statements Description of the
Theme
Theme 2: Difficulty …I encountered difficulties Code-switching is due to
Language Explaining explaining using the English encounters of having difficulty
Barriers in English language and I better explain explaining and elaborating ideas
my thoughts if I code switch… and answers in the English
(P5, Transcript 19, Lines 851 language when asked randomly
– 852) and unprepared during oral
participation.
Grammar “…there are times that I am Code-switching is due to the
Conscious afraid of committing conscious awareness of the
grammar errors…” target languages' sentence and
(Participant 3, Transcript 9, grammar structure and
Line 396) construction which can cause
embarrassment if an error is
made.
Insufficient …I code switch because I Code-switching is due to
Vocabulary cannot understand some experiences of having limited
terms of definitions because vocabulary in the target
they are very deep… language and understanding of
(Participant 2, Transcript 7, the unfamiliar and newly
Lines 309 – 310). encountered words in English
they don't know about.
Term Memory …if there are terms that I Code-switching is due to the
forgot …where I forgot the inability to recall accurately a
terms and cannot explain word or a sentence that takes too
everything properly if I use long to finally find the correct
the English language. If I and appropriate words when
can’t explain it, it is mostly speaking in the English
the Visayan explanation language.
that we provide…(Participant
6, Transcript 27, Lines 1242 –
1243).
Data to identify the participant’s experiences and context of the lived experiences of
code-switching were obtained from semi-structured interviews. Participants were given
pseudonyms (P1, P2, P3, P4, P5, and P6) for confidentiality purposes.
Theme 2: Language Barrier (Difficulty Explaining in English, Grammar Conscious,
Insufficient Vocabulary, Term Memory)
Language Barrier refers to the encountered limitations on the participant's ability to use
the English language; sub-themes are Difficulty Explaining in English, Grammar Conscious,

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Insufficient Vocabulary, and Term Memory.

Difficulty Explaining in English
Explaining in English is a manifestation of the participants' struggle to communicate with
the English language alone. There is no doubt that learning English is a difficult process, and
its effectiveness depends on a variety of factors. In the context of learning English as a foreign
language, English language-learning venues for frequent practice are typically considered as a
requirement (Nguyen, 2021). According to Rahayu (2015), students encounter difficulty in
expressing themselves using the English language because they have varied educational
backgrounds, which makes them experience difficulty utilizing the target language on a daily
basis. Similarly, participants 1 and 5 shared that “...I do code switch, especially if I can’t explain
the topic further in English.” (P1, Transcript 1, Lines 10 – 11) “… I encountered difficulties
explaining using the English language and I better explain my thoughts if I code-switch.…”
(P5, Transcript 19, Lines 851 – 852).
The utilization of code-switching at times of encountering difficulty in explaining using
the English language is an indication that code-switching is useful in continuing to express
ideas. Naveed (2014) revealed that code-switching from the target language to the first language
of participants was useful for expressing ideas continuously, especially at times when faced
with difficulty communicating using the target language.
Grammar Conscious
Grammar consciousness stems from being not fluent in English in sharing. Speakers using
the English language as a second language when giving their speech feel as though they will be
judged (Hopwood, 2018). This is normally the participants' experience when they answer
questions and be embarrassed once a grammatically wrong statement is made. As shared by
Participants 2 and 3, “…I will feel really pressured if I think that my grammar is not straight or
it's not fluent…” (P2, Transcript 6, Lines 260 – 261)
“…there are times that I am afraid of committing grammar errors…”
(P3, Transcript 9, Line 396). He further stressed that he is not good at English, which
makes him feel afraid, and this makes him code-switch. “I'm weak when it comes to grammar,
the structure of grammar, and spelling, and I'm really afraid of that.” (P3, Transcript 13, Lines
576 – 577).
The participants stated that they felt anxious when using the English language because
they were worried about making grammatical mistakes. Noura (2019) stated that students code-
switch for issues faced like vocabulary, difficulty in expressing ideas using the English
language, making mistakes, consciousness in grammar construction, and stopping speaking.
Code-switching during oral participation helps students become more motivated, feel less
anxious, and improve their communication skills.
Insufficient Vocabulary
There should be more attention paid to the role that vocabulary and pronunciation play in
English (Vo & Cao, 2022). Participants' experience in code-switching stems from a lack of
communicative competence, such as vocabulary size, grammatical correctness, unconscious

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language processing, and language creation. Muthusamy (2020) stated that the main reason
why students switch codes is due to their inability and incompetence in the second language.
The participants expressed that they do not know what a particular word means as well as the
translation of the Cebuano/Visayan word of the English language, which pushes them to switch
codes. Below are the participants' responses:
“…There are some words that I can't totally understand…so I had to code-switch and
translate them into Visayan…” (P2, Transcript 6, Lines 245 – 247)
“...I code-switch because I cannot understand some terms of definition because they are
very deep…” (P2, Transcript 7, Lines 309 – 310)
Memory et. al, (2018) explained that students are more engaging in class discussions when
they are free to use the language as they lack vocabulary and are not fluent enough in the target
language. Code-switching in classroom settings promotes engagement as students are free to
communicate using the language they are comfortable expressing without minding the
linguistic conventions.
Term Memory
Term Memory is an instance when an individual speaks using another language in a
discourse. According to Roxas (2018) “Loss of Words” is the most important reason why
students transfer between two languages. Participant 5 stated that “...there’s this one word that
I cannot state because I cannot remember it so I decided to code-switch…” (P5, Transcript 20,
Lines 917- 918). Participant 6 expressed that “…I forgot the terms and cannot explain
everything properly if I use the English language. If I can’t explain it, it is mostly the Visayan
explanation that we provide.” (P6, Transcript 27, Lines 1242 – 1243)
When participants encountered problems in expressing their ideas in English such as being
unable to recall relevant words in the target language, they continued to speak by switching
codes. This is supported by Argellan et al. (2019) who stated that the absence of at least one
word in either dialect can trigger code-switching in a variety of contexts.

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Table 3. College Students’ Experiences and Contexts of Lived Experiences of Code-Switching

During Oral Participation
Main Themes Sub-themes Significant General
Statements Description of the
Theme
Theme 3: Diffident …there are times that I am not Diffident is a feeling of
Emotional comfortable enough and don’t have having no confidence in
Burden enough confidence to speaking the English
speak in English, and I answer language which resulted
using the Visayan language so that in switching languages
I can really express myself during oral participation.
thoroughly because if it is English,
there are times that I am afraid of
committing grammar
errors…(Participant 3, Transcript
9, Lines 393 – 396)
Fear …Sometimes I want to speak in Fear is a feeling of
English, but I am pressured worry, nervousness, and
because I am also afraid of my pressure if asked
grammar. That’s why I prefer to randomly to speak using
switch codes. the English language.
(Participant 3, Transcript 9, Lines
413 – 415).
Bothersome …at the same time unhelpful Bothersome is an
because it cannot train my skills in uncomfortable feeling
speaking in English… towards code-switching
(Participant 6, Transcript 26, Lines due to the school's
1175). standards, the teachers'
expectations and
consciousness of what
other listeners may say
if participants code-
switch.
Data to identify the participant’s experiences and context of the lived experiences of
code-switching were obtained from semi-structured interviews. Participants were given
pseudonyms (P1, P2, P3, P4, P5, and P6) for confidentiality purposes.
Theme 3: Emotional Burden (Diffident, Fear, Bothersome)
Emotional Burden is tension in speaking when asked by teachers to express oneself in
front of the class. This theme includes the sub-themes Diffident, Fear, and Bothersome.
Diffident
Diffidence is commonly the feeling of the students who lack the confidence to speak using
the target language. Wahyuningsih and Alandi (2020) disclosed that the lack of appropriate
vocabulary, poor grammar, poor pronunciation, and a lack of exposure to English outside of the
classroom are issues of the students in an English classroom. This is confirmed by Participant

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3 who expressed, “…there are times that I am not comfortable enough and don’t have enough
confidence to speak in English, and I answer using the Visayan language so that I can really
express myself thoroughly because if it is English, there are times that I am afraid of committing
grammar errors…” (P3, Transcript 9, Lines 393 – 396). “…I am not very good in English and
I am afraid of speaking English…but I don't see myself as having the confidence to speak in
English, so I prefer to do code-switching" (P3, Transcript 9, Lines 405 - 407).
This clearly suggests that when an individual feel uncomfortable when required to speak
and never feel quite sure of themselves when speaking in the English language pushes them to
switch codes. Nordin et al. (2013) claimed that code-switching is important in helping learners
be more confident and comfortable in the classroom, especially if they are in the process of
mastering the English language. It shows that code-switching could boost students' confidence
in speaking English in a classroom and thus influence them to be more actively engaged in
classroom activities.
Fear
Fear is one of the negative emotions that have the potential to distract students' learning
efforts in learning English. According to Lou (2012), the classroom environment, student
characteristics, and the target language are the primary factors of foreign language learning
anxiety. A similar concept was expressed by Participant 3 who stated that they became hesitant
and pressured to speak the required language because they were afraid of making errors in class.
“…Sometimes I want to speak in English, but I am pressured because I am also afraid of my
grammar. That’s why I prefer to switch codes.” (P3, Transcript 9, Lines 413 – 415).
Moreover, students were made to feel ashamed, afraid, and pressured by their teacher's
way of making them speak English language and not accepting responses in the
Cebuano/Visayan language. Negative feelings caused teachers to lose control, yell, and speak
carelessly, which led them to stop speaking during class and switch codes just to explain what
the teacher wanted to hear (Makhwathana, R.L., et al., 2017). This is confirmed by Participants
2, 3, 4, 5, and 6. Below are the participant's responses:
"…if we commit code-switching, stops us, and then he or she will remind you that you
really have to speak in English…" (P3, Transcript 3, Lines 673 – 674),
“…because of her strictness, I am pushed to code-switch because I feel nervous because
I am thinking that what if I am going to say next is wrong…” (P6, Transcript 6, Lines 1621 –
1622)
The shared experiences of the participants clearly indicated that they face fear when it
comes to speaking English. Code-switching is a tool used by bilinguals that expands the
opportunity for emotional support with those who speak the same language (Opra, 2012). The
students' code-switch because they feel that it is more comfortable and that they are more
proficient, especially when they are pressured or anxious.
Bothersome
Code-switching is also noted to bring discomfort in terms of discussing and explaining
certain concepts in the classroom setting. The level of mastery of students has become a source

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of concern. Students tend to switch languages because their language ability is not equal to that
of their teachers (Üstunel, 2016). As stated by participants 5 and 6 “…It is uncomfortable in a
way that it makes me feel guilty to code-switch knowing the standard of the teachers…” (P5,
Transcript 20, Lines 935 – 936). Participant 6 added, "…at the same time unhelpful because it
cannot train my skills in speaking in English…” (P6, Transcript 26, Lines 1175).
Code-switching negatively impedes the improvement of proficiency in the English
language among students who are code-switching. Students speaking in their native language
even though they were encouraged to speak in English hindered their mastery (Garcines &
Alvarez, 2017; Mokgwathi & Webb, 2013). Furthermore, the study contends that code-
switching is both a boon and a bane in the classroom. When used properly, it can be beneficial;
however, when used excessively, it is detrimental to English language learning.
Table 4. College Students’ Experiences and Contexts of Lived Experiences of Code-Switching
During Oral Participation
Main Themes Sub-themes Significant General
Statements Description of the
Theme
Theme 4: Teacher …there are teachers who Teachers Influence is
Pedagogical Influence make you feel comfortable an attitude by teachers
Culture interacting in her class by agreeing with the use of
code-switching… code-switching in
(Participant 1, Transcript explaining thoughts and
1, Lines 91 – 92) ideas in the class during
discussion.
Teacher Strategy “…since I cannot speak Teacher Strategy is a
only one language. So technique by teachers in
mostly, I code switch if my the class and is a
teacher questions us…” situation faced during
(P2, Transcript 6, Lines participation in an oral
277 – 278) discourse that led to
code-switching when
asked randomly by
teachers in the class and
if aren't able to explain
in the class using the
English language.
Data to identify the participant’s experiences and context of the lived experiences of
code-switching were obtained from semi-structured interviews. Participants were given
pseudonyms (P1, P2, P3, P4, P5, and P6) for confidentiality purposes.
Theme 4: Pedagogical Culture (Teacher Influence, Teacher Strategy)
Code-switching is an experienced result of the students based on the teacher’s calmness
and the pressure they are giving. This theme includes Teacher Influence and Teacher Strategy.

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Teacher Influence
Relationships between teachers and their pupils are influenced by the emotions they feel
and display in class. The joy of teaching and good feelings of affection toward pupils can foster
good relationships with them and supportive instructional methods (Frenzel, 2021). The calm
aura of the teacher is a manifestation of the participants to resort code-switching better to share
their ideas and thoughts in mixed languages.
P1 mentioned “…there are teachers who make you feel comfortable interacting in her
class by code switching..” (P1, Transcript 1, Lines 91 – 92)
Participant 2 also expressed that it's their teachers who push them to code-switch for
them to enhance their thoughts upon participating orally. “…she let us express ourselves and
my answers through code-switching in participating in class.” (P5, Transcript 5, Lines 1342 –
1343).
According to Songxaba et al. (2017), teachers believe that code-switching is the most
effective strategy for promoting comprehension, interaction, and understanding in the
classroom setting, that is why teachers will no doubt use code-switching as a strategy in the
classroom.
Teacher Strategy
As a result of students frequently taking a long time to consider what they want to say,
code-switching may also speed up oral presentations (Mokhtar, 2015). This means that the
students code-switch to make their presentation of answers effective and to prevent stuttering
in the target language during oral participation. Participant 2 stated that "…since I cannot speak
only one language. So mostly, I code switch if my teacher questions us…” (P2, Transcript 6,
Lines 277 – 278). Participant 6 added, "During oral participation, especially if there are
questions that require us to answer using the English language by our professors, I am forced
to code-switch…" (P6, Transcript 27, Lines 1220 – 1221).
According to Ho and Nguyen (2021), engagement of learners is crucial for effective
teaching and learning. To maximize student motivation, teachers must differentiate their
methods of instruction. To engage students more effectively, Huachizaca et al. (2022)
mentioned that interaction between students and teachers, and peers help. However, to have
genuine inventive growth in education, the institution must shift when needed considering the
situation. When teachers call students randomly in oral participation, students tend to be
mentally blocked, leading them to code-switch to continue expressing ideas in the Visayan
language than the English language. This finding is supported by Olivera (2021), who claimed
that the practice of code-switching has a good impact on raising and enhancing their confidence
and involvement during English sessions. Students are found to switch codes because they feel
anxious and think the teacher will call them at any time to answer questions that must be
answered in English.
Overall, the findings showed that the participants switch codes during oral participation
mainly to express, explain, and elaborate their ideas thoroughly despite the language
constraints, pressure and teaching strategies encountered upon participating.

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Conclusion
This study inquired about the lived experiences and context of college students who switch
codes in explaining their thoughts during oral participation. The findings of this study showed
that the lived experiences and the context of the core-switching students mainly revolve around
expressing ideas to better elaborate and explain thoughts. This finding is supported by the study
of Nasution & Siregar (2021) and Noura (2019), which stated that code-switching can be used
as a strategy to increase students' speaking confidence as most students switch to other
languages for a variety of reasons and issues like lack of vocabulary, difficulty in expressing
ideas using the English language, and anxiety.
Based on the findings of the study, it is inferred that the main reason behind the code-switching
of the participants during oral participation was: academic preparedness, language barrier,
emotional burden, and pedagogical culture. Code-switching is a communicative strategy during
oral participation for them to express their ideas thoroughly; to address the lack of vocabulary
and difficulty encountered using the target language in the social world. This finding confirms
and contributes to Vygotsky's Social Constructivism Theory which asserts that people create
meaning through the interaction of their experiences. Hooked with the theory of Semilingualism
by Hansegard (1968), the findings of this study entail that the college students identified code-
switching as a communicative tool in expressing ideas during oral participation despite the
language deficiencies encountered such as vocabulary size, grammatical correctness and
unconscious language processing. The participants may have different narratives of their
experiences in code-switching during oral participation, but their range of switching codes in a
discourse in expressing their ideas is grappling with their pace and purposeful decision from
the limits of human knowledge to their vast real experiences. Some essential recommendations
can be drawn from the study beyond inferences. For one, code-switching is an experience of
struggle during oral participation where participants encounter difficulty explaining a word in
the target language. Hence, this calls for teachers to support the use of code-switching during
oral participation but in moderation for students to practice English proficiency as it is one of
their second languages.
Since the study was done virtually due to the restrictions of COVID-19, certain limitations were
observed, such as the settings and the data gathering. For this reason, phenomenological
research does not produce findings that represent the experience of the entire population of
college students. The researchers recommend future researchers to conduct a similar study in
the setting of face-to-face to compare the existing findings.

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Biodata
Dr. Kurt S. Candilas is the Dean of the Arts and Sciences Program of Lourdes College, Cagayan
de Oro City, Philippines. He earned his undergraduate degree of Arts in English at Bukidnon
State University, Malaybalay City. He obtained his Master’s degree in Education major in
Teaching English Communication Arts at Lourdes College, Cagayan de Oro City. He finished
his Doctorate degree in English major in Literature at the University of San Jose Recoletos,
Cebu City, Philippines. Dr. Candilas also earned his TESOL advanced certification with the
American TESOL Institute of the Philippines, Inc.
Ivory Villanueva is a third-year student taking up Bachelor of Secondary Education Major in
English at Lourdes College, Cagayan de Oro City, Philippines. She is interested in studying the
second language, English.
Elvie Mae B Taglinao is a third-year student taking up Bachelor of Secondary Education Major
in English at Lourdes College, Cagayan de Oro City, Philippines. She is interested in reading
books.
Kristina Marie A. Villarta is a third-year student taking up Bachelor of Secondary Education
Major in English at Lourdes College, Cagayan de Oro City, Philippines. She is interested in
listening to music.

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