1

Chapter 1 Ta
bl
THE PROBLEM AND ITS BACKGROUND
e
This section showed the introduction and background of the study which of
explained the field of the study and the reasons for studying the effects of code- Co
nt
switching on the linguistic competence of the students, the research questions, and the
en
purpose of the study, as well as the theoretical and conceptual frameworks, the
ts
significance of the study, and the definitions of terms.
T
O
Introduction C
\o
Many experts and linguists gave their definition of code-switching, but they share
"1
the same idea. Code-switching is the alteration of two languages in one conversation- or
3"
speech. Most of the people who do code-switching are those people who share \h the

same knowledge in two languages or are considered bilinguals. Nordquist (2019) \z

\u
defines code-switching (also CS) as the practice of moving back and forth between two

languages at one time. Code-switching occurs far more often in conversation than in
P
writing. It is studied by linguists to examine when people do it, such as under what A
G
circumstances do bilingual speakers switch from one language to another, and it is
E
R
studied by sociologists to determine why people do it, such as how it relates to their
E
belonging to a group or the surrounding context of the conversation. F
Moreover, according to United Language Group (2021), the definition of code- _T
oc
switching is two-fold; the first definition refers to the specific linguistic action87 of
31
alternating or combining two or more languages. Unlike loanwords, which become
21
permanent words in a language, code-switching revolves around interchangeably using 60
\h
words and phrases from different languages as they suit the situation.
1
In the Philippines, code-switching is often used in everyday conversations. C
ha
Filipino citizens are bilingual for some reason. One reason is, they are colonized by the
pt
er
1
 2

Americans and their medium of instruction during the American colonization is English,

and English is considered as the second language next to Filipino. For these reasons,

many people tend to do code-switching. Code-switching is also normally used in English

as Second Language (ESL) classrooms. Teachers and students tend to switch codes to

deliver their lessons, questions, and answers. Also, they switch codes due to a lack of

knowledge about the proper use of the second language, which is English. Based on the

study titled “Pedagogic Code-Switching: A Case Study of the Language Practices of

Filipino Teachers in English language classrooms” by Mangila (2019), it showed that

teachers sometimes code-switched for reformulation and facilitation but they rarely code-

switched for language acquisition and habitual purposes. Based on the analysis made in

this study, it is revealed that both English teachers code-switched in teaching and they

code-switched because of several pedagogic purposes.

However, code-switching is different from the concept of bilingualism, which

pertains to the ability to know two languages and using them in different settings.

Bilinguals know two languages and know how to use those languages in different

settings separately. Although they are similar to the use of two languages, code-

switching differs in the way that two languages are used in one conversation. In

classroom setup, students perceive code-switching as an acceptable form of

communication wherein they feel comfortable using it, especially in a bilingual society

where it is accepted and used in their everyday conversation, however in some other

settings, code-switching can be a disadvantage to those who are not bilingual because

they would not be able to understand the conversation, it is also seen as a language

interference since it may hinder the students learning, therefore code-switching can be

both beneficial and a language interference.

Moreover, linguistic competence is one of the components of the communicative

competence proposed by the linguists Canale and Swain (1980). They argue that the
 3

ability to communicate requires four different sub-categories, wherein linguistic

competence should be the first one to learn. Linguistic competence covers proper use of

grammar, and vocabulary, as well as proper use of language in expressing and

interpreting (Tarango & Machin-Mastromatteo, 2017).

The objective of this study is to determine the effects of code-switching on the

students’ linguistic competence and to provide recommendations or suggestions in

achieving the linguistic competence of students.

Background of the Study

Linguistic competence is the first of the four subcategories that need to be

focused on by learners to achieve the other subcategories and to fully attain

communicative competence. Linguistic competence includes the knowledge of grammar

and vocabulary of a student. It also involves a set of skills, knowledge, and attitudes that

are interrelated and mutually supported to conduct a successful scientific communication

that may be destined to different communities or audiences (scientific or the general

public), who will be able to understand the communicated knowledge and even use it,

provided that they have been correctly materialized from a linguistic point of view.

However, code-switching can affect the attainment of linguistic competence in a way that

students will have difficulty in knowing the proper use of grammar and vocabulary, and

maybe also having difficulty in achieving the next sub-categories in communicative

competence by Canale & Swain.

Many researchers about code-switching in the aspect of linguistic competence

analyze code-switching behaviors to better understand more about the language

processes in bilingual children, and few of these researchers examined how code-

switching behavior affects the linguistic competence of the students. It stated that code-

switching can be a marker of linguistic competence based on the study of Flynn et. al
 4

(2017), English vocabulary was obtained. Based on the results, it suggests that code-

switching strongly suggests linguistic competence in contrast with the study of

Farashaiyan e.t al (2020) which stated that code-switching affects the students’ inability

to learn and speak a second language. The results of these two studies stated the

positive and negative effects of code-switching in linguistics competence of the students.

The reason that the researchers focused on linguistic competence is to see the

effects of code-switching on students' learning. Few researchers note that code-

switching affects linguistic competence, while some state that code-switching can help in

achieving linguistic competence and enhance the communicative skills of students, as

well as their academic performance (Simasiku et al., 2015). Furthermore, the

researchers sought to determine the effects of code-switching in attaining the linguistic

competence of the students to provide sufficient language techniques and strategies

which can be used by future educators in teaching language, and sustain the students’

linguistic competence.
 5

Theoretical Framework

This part of the research shows the theories that are used as a reference for

conducting this research. The theories are also supported by explanations and

discussions provided by the researchers.

Figure 1. Communicative Competence Model by Canale and Swain

One theory that is aligned with the study is the communicative competence by

Canale and Swain. It is the ability to interpret and enact appropriate social behaviors,

and it requires the active involvement of the learner in the production of the target

language (Canale and Swain, 1980; Celce-Murcia et al. 1995; Hymes, 1972). This refers

to a learner’s ability to use language successfully in different areas and situations. As

shown in Figure 2, it has four (4) sub-categories, which are linguistic competence,

sociolinguistic competence, discourse competence, and strategic competence. Each

sub-category should be mastered and achieved well to attain the other sub-categories.
 6

Figure 2. Linguistic Competence Theory by Dell Hymes

Another theory that is anchored with this study is the Linguistic Competence

theory by Dell Hymes. He stated that linguistic competence refers to the knowledge of

grammar and vocabulary, or the ability to form and construct words and sentences. He

also mentioned that these are the basic building blocks of language.
 7

Conceptual Framework

Figure 3. Cyclical Model of Code-Switching inside the ESL Classroom

The conceptual model explains the way teachers and students switch codes

inside the ESL classroom. For the teachers to deliver their lessons, explanations, and

questions clearly, they tend to switch from the English language to their first language.

Students, on the other hand, also switch code when they are answering the questions of

the teacher, or while explaining a concept or group of concepts. Through code-switching,

students might easily understand the lesson by the teacher, and teachers can easily

deliver the lesson. With that, the researchers sought to find out the effects of code-

switching on the linguistic competence of the students in the ESL Classroom.

 8

Statement of the Problem

This study determined the effects of code-switching on the linguistic competence

of students in English as a Second Language classroom. Specifically, this study

answered the following questions:

1. What is the profile of the respondents in terms of Sex?

2. What are the perceived effects of code-switching to linguistic competence in

ESL Classrooms as to the students in terms of:

2.1 Grammar, and:

2.2 Vocabulary?

3. How do these effects aid the attainment of linguistic competence of the

students in terms of:

3.1 Grammar, and;

3.2 Vocabulary?

4. What role does code-switching play in ESL classrooms?

5. Is there any significant relationship between the perceived effects of code-

switching and the profile of the respondents in terms of sex?

Hypothesis

The researchers hypothesized that there is no significant relationship between

the perceived effects of code-switching and the profile of the respondents in terms of

sex.
 9

Scope and Delimitation

This study included the selected Grade 7 students from Asia Technological

School of Science and Arts in Santa Rosa City, Laguna to identify the effects of code-

switching in attaining linguistic competence. The researchers aimed to determine the

effects of code-switching on linguistic competence, and how frequently the students use

code-switching in learning grammar and vocabulary.

This study excluded the rest of the students in Junior High School, as well as

Senior High School during the period of conducting this study, as the researchers

anchored this study to Hymes’ Theory of Linguistic Competence. The researchers also

were not concerned with institutions in higher education, early childhood education, and

primary education.

Significance of the Study

This study titled “Code-Switching in English as a Second Language (ESL)

Classroom: Its Effect to Linguistic Competence of the Students” is beneficial to:

Students. This study benefits the students because they will know the effects of

code-switching on linguistic competence. They will also be aware of the importance of

linguistic competence and the impact of code switching to it.

Teachers. This study provides information about the effects of code-switching on

the linguistic competence of the students. As teachers, they will be able to develop

strategies for the students to be confident in speaking in English. They will also be aware

of the effects of code-switching on linguistics competence to students.

Future English Teachers. Through the results of the study, future English

teachers will be aware of the effects of code-switching on the linguistics competence of

 10

the students. They will also be able to provide different strategies and techniques in

teaching language.

Academic Community. The academic community will be aware of the concept

of code-switching and its effects on linguistic competence of students. Code-switching is

not only evident in the ESL classrooms, but also in day-to-day conversations.

School Administrators. The school administrators will be aware of the effects of

code-switching on the linguistic competence of the students and may be able to provide

programs to maintain linguistic competence

Policy-Makers. The policy-makers will be able to understand the effects of code-

switching on students’ and teachers' linguistic competence. They will be able to provide

guidelines in maintaining the linguistics competence of the students.

Future Researchers. This study will serve as a basis or reference for future

researchers in the same field of study. This will also serve as a contribution to their

future study. Furthermore, they will understand the effects of code-switching on the

linguistic competence of the students.

 11

Definition of Terms

To facilitate the readers in understanding the content of this study, the following

key terms were defined operationally and conditionally:

Codes. In this research, codes refer to the language used in a conversation

(English, Filipino, Tagalog, and others). Ansar (2017) mentioned that a code may be a

language or a variety or style of a language.

Code-switching. In this study, code-switching is the practice of alternating

between two or more languages or varieties of language in conversation. Abarillo (2018)

defined code-switching as the alteration of languages by multilingualism.

Competence - In this research, competence is the ability to master a specific

area, that is, the linguistic aspect of learning. According to the International Accrediting

Organization for Clinical Research (2017), competence can be defined as the ability of

an individual to demonstrate knowledge, skills, and behaviors.

English as a Second Language. It is the abbreviation for ESL. Teachers work

with non-native speakers to help them learn to speak, read, understand, and write in

English. English as a Second Language is a term to define the use of English of the

respondents.

Linguistic Competence - This term is used in this research as the mastery of

grammar and vocabulary, as well as the proficiency in communicating. As mentioned by

Noam Chomsky, it refers to the innate linguistic knowledge that allows a person to match

sounds and meanings.

 12

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contained a review of related literature that has been cited from

sources such as studies, journals, and articles. The researchers used a systematic

review to understand the formulated research questions.

Code-switching

As stated by Fachriyah (2017), code-switching is part of the sociolinguistics field.

It has also been a major subject of linguistic studies in the past. Code-switching is the

alteration of two languages in a single conversation. As mentioned by Akhtar et al.

(2020), code-switching is a practice of languages. It occurs when a person uses his first

language and then uses the second language in a single conversation. The concept of

code-switching is different from bilingualism. As mentioned by Küçükler and

Tosuncuoglu (2018), bilingualism is having control over the use of two languages.

Types of Code-switching

As mentioned by Poplack (1980), there are three types of code-switching,

namely Intra-sentential Code-Switching, Inter-Sentential Code-Switching, and Tag-

Switching. In intra-sentential code-switching, the speaker switches from one language to

another within or in the middle of the sentence. There is a change of language within the

clause or sentence boundary. For example, “I was trying a warung over there that I

usually go to.” Warung is an Indonesian word that means a small restaurant, and it is

inserted within the sentence.

. Another type that Poplack mentioned is inter-sentential code-switching, which

refers to the change of language use at the sentence boundaries. One example would

be “If I'm late to the appointment, pues, ni modo.” The italicized words are in the Spanish
 13

language that means “well, no way”, and it is uttered in the boundary of the given

sentence.

The third and last type of code-switching is tag-switching. In this type of code-

switching, the speaker inserts a tag in one language and changes it into another

language to finish the sentence. “Enggak hanya itu, hasil foto Ellar yang hobo fotografi

pun ikutan dimasukkan dalam film ini, cool!” (Not only that, Ellar's photography hobby

was also included in this film, cool!) In the example provided, the English word “cool” is

inserted at the last part of the sentence, and it is considered a tag, as the entire

sentence was in Indonesian. Moreover, tag-switching, as per Poplack, involves inserting

a ‘tag’ in one language into a phrase that is entirely in another language.

On the Profile of the Respondents

This part explains the relationship of code-switching to the profile of the

respondents in terms of sex.

Ismail (2015) studied the relationship between code-switching and sex in his

paper titled “The Sociolinguistic Dimensions of Code-Switching between Arabic and

English by Saudis”. Poplack, as cited by Ismail, studied the Puerto Rican speakers of

English and Spanish in New York, and that it resulted in the correlation of code-switching

to sex. Females produced half of the intrasentential switches, while males produced only

a third of this type. On the other hand, there are some studies cited by Ismail that do not

show a direct correlation between sex and CS. Based on the study of Ismail, there were

no substantial differences between intersentential and intrasentential switching and the

sexes of the respondents in both single and mixed-sex interactions. However, they

showed a slight partiality in using the Arabic language in one sentence, and English in

the other sentence - known as intersentential switching. Moreover, Saudi females overall

resorted to substantially more CS into English than male speakers.

 14

Effects of Linguistic Competence

This part of the present study focuses on related studies about the effects of

code-switching on linguistic competence in terms of grammar and vocabulary.

Grammar

In the study by Abdollahi, et al. (2015) titled “The Effect of Intra-sentential, Inter-

sentential, and Tag-sentential Switching on Teaching Grammar”, code-switching is

commonly used in bilingual speech and teaching. As cited in the research, Li (2000)

mentioned that code-switching is a feature of speech of bilinguals and not a sign of

deficiency. Furthermore, this study explained the three types of code-switching by

Poplack (1980), which are inter-sentential switching - change of codes between

sentences; intra-sentential switching - changing the language of one sentence or phrase,

and; tag switching - inserting a tag from one language to another one. Furthermore, the

researchers explained that using the first language in grammar instruction in ESL or EFL

teaching and learning can make the acquisition of the second/foreign language easier.

The first language is also believed to be useful in explaining grammar rules.

The study of Abdollahi et al. (2015) concluded that the use of different types of

code-switching can give students an opportunity for language development and

grammar learning, as it allows the effective transfer of information from the teacher to

the student. Moreover, the researchers suggested that teachers should use different

types of code-switching to facilitate the learning process.

Meanwhile, the study titled “Teachers’ Code-Switching in a Content-Focused

English as a Second Language (ESL) Classroom: Patterns and Functions” by Gulzar

(2014) stated that the first language is commonly used in teaching grammar and

vocabulary and managing the classroom. Furthermore, the study of Gulzar has observed

that code-switching is a useful tool that can help the teachers in emphasizing, clarifying,
 15

and checking the understanding of the students in a more effective way. The study also

supported the idea that code-switching can be taken as an extra aid to be applied in ESL

classrooms to achieve a certain enhancement in learning. This phenomenon can be

used as an effective technique or strategy though it may, to some extent, hamper in

achieving communicative competence as it is pointed out through some responses.

Vocabulary

In terms of vocabulary, a study by Namaziandost et al. (2019) titled “The Impact

of Code-switching on Vocabulary Learning among Iranian Upper-Intermediate EFL

Learners” was reviewed, and it aimed to determine the impact of code-switching on

Iranian EFL (English as a Foreign Language) learners’ vocabulary learning. The

researchers conducted a vocabulary pretest and a post-test to two groups of students -

where one group was taught with the use of code-switching (experimental group) while

the other group did not (control group). The researchers led to the conclusion that the

experimental group had better performance and scores than the control group.

Moreover, Sert’s (2005) stated that it might be proposed that code-switching in language

classrooms is not constantly gainful in learning a language. A few scientists accept that

code-switching might be considered a helpful procedure in classroom collaboration if the

point is to make the definition obvious and to move the information to understudies in a

productive manner.

Furthermore, the study titled “Code-switching in English Language Education:

Voices from Vietnam” by Nguyen et al. (2016) mentioned Hien’s (2012) findings which

were supported by Halliday’s (1994) categorization of functions of code-switching which

are explaining vocabulary, clarifying grammatical rules, making comparisons between

English and Vietnamese, checking the learners’ comprehension and giving feedback to

individuals. Moreover, this study by Nguyen et al. mentioned that code-switching in the
 16

classroom had been proved to be an important resource for second/foreign language

teachers. Lower proficiency learners, up until the intermediate level, rely more on and

benefit from code-switching in the classroom. However, it is possibly not as beneficial in

the learning progress for students who wish to advance beyond that stage of proficiency.

Attainment of Linguistics Competence

This part of the study comprises related literature about effects that aid the

attainment of linguistic competence of the students in terms of grammar and vocabulary.

Grammar

The study titled “Code-Switching as a Grammar Teaching Strategy in Saudi

Arabian EFL Classrooms” conducted by Almansour, A. N. (2016), investigated whether

code-switching is an effective grammar learning strategy in EFL classrooms. This

research focused on Saudi Arabian female EFL learners to find out whether code-

switching can help them to more effectively learn grammar. Two university EFL

classrooms were selected for the experiment, in one class, the teacher conducted more

CS (in more than 60% of teacher talk), and, in another class, the teacher conducted less

CS (in around 1% of teacher talk). Based on the results of pre-and post-tests in these

two classrooms, it was found that using CS was not an effective grammar learning

strategy for Saudi Arabian female EFL learners. Although these results do not support

using CS, an attitude survey conducted among students found that students do prefer

their teachers to code switch and they also think that they learn more when the teacher

switches code.

On the other hand, Khalizad and Nabifar (2017) investigated the impact of

teacher’s code-switching on the acquisition of a problematic grammatical structure,

 17

namely, object relative clauses, by intermediate EFL learners in the study titled “The

Effect of Code-Switching on the Acquisition of Objective Relative Clauses by Iranian EFL

learners” Moreover, this study has a secondary objective to determine the EFL learners’

attitudes and opinions regarding the effectiveness of teacher’s code-switching in their

learning of a specific aspect of English grammar, object relative clauses. In this study, 54

EFL learners from the Jamea Language Institute in Tabriz were selected and took part in

grammar and attitudes pre-tests and underwent the necessary instructions. Whereas

explicit grammar instruction was used along with the teacher’s code-switching, in the

control group, explicit grammar instruction was given only in English which was the

medium of instruction. A questionnaire and post-tests were administered. This study

revealed that teacher’s code-switching was positively effective both on learning

problematic grammatical structure (i.e., object relative clauses) and learners’ attitudes

toward the teacher’s code-switching.

Vocabulary

In attaining the linguistic competence in terms of vocabulary, Araki, et al. (2016)

proposed in their study titled “A System for English Vocabulary Acquisition based on

Code-Switching” an experimental system for computer-assisted English vocabulary

learning in context using a code-switching based approach for Japanese learners, they

introduce the CO-MIX system, an English vocabulary teaching system that uses code-

switching for vocabulary acquisition. After that, they show how they utilize incidental

learning techniques with graded readers to increase language proficiency. The authors

also present the system architecture, underlying technologies, and evaluate the system's

performance through user interaction with both a baseline and the proposed system by

using a semantic differential scale, and they also perform a separate factor analysis of
 18

participants' attitudes for both systems, an analysis of users' mistakes and compare

users' language tests scores. Results of the experiments showed that the proposed and

baseline systems together with the analysis of users showed that their method is an

effective way of expanding students’ second language vocabulary. The high percentage

of correct answers, successful connections between meanings of words in two

languages and positive comments from the participants suggest that a system for

learning English vocabulary in context using a code-switching-based approach has the

potential to provide Japanese learners with engaging and educational learning activities.

The participants improved their vocabulary scores after using the application, which

demonstrates the pedagogical benefits of the CO-MIX method. The users of the

proposed system memorize the new vocabulary better than those who used the baseline

system.

Moreover, Ong and Zhang (2018) investigated the efficacy of code switched

reading, a high involvement load task, in raising the lexical retention-retrieval

performance of EFL learners, who were late Chinese-English bilinguals in the study titled

“The effects of Code-switched Reading Tasks on late-bilingual EFL Learners'

Vocabulary Recall, Retention and Retrieval”. In their paper, it was reported that code

switched reading is an effective and efficient L2 vocabulary intervention strategy in L2

semantic development. The findings in this study showed that Chinese EFL learners

made significant gains in a lexical retention-retrieval key aspect of vocabulary

acquisition, through the use of code-switched reading tasks. In the context of vocabulary

intervention methods that are generally time-intensive, code-switched reading tasks can

be seen as a valuable strategy that mitigates the time-consuming nature of vocabulary

intervention measures. Although the results cannot be extrapolated to learners other

than high academic achievers from China, circumspect speculation is that code-switched
 19

reading could lead to significantly higher lexical retention based on prevailing theories of

second language vocabulary acquisition. CS reading could be a viable approach to

increase successful lexical retention-retrieval as a less-intensive intervention in ESL/EFL

vocabulary learning.

On the other hand, the study titled “The effects of Instructor Language Choice on

Secondary Language Vocabulary and Listening Comprehension” conducted by Lee and

Levine (2018) examined the interaction effects between teachers’ choice of language in

lexical explanation and second language (L2) learners’ proficiency level on the learning

of phrasal verbs and listening comprehension in a meaning-focused listening activity.

Undergraduate L2 learners with two different levels of proficiency (intermediate and

advanced) were assigned to three different conditions. These conditions included (1)

code-switching, in which teachers briefly switched to learners’ first language for

vocabulary teaching purposes, (2) L2-only, in which teachers maintained L2 for overall

instruction and vocabulary teaching, and (3) control condition, in which learners were not

instructed target vocabulary. The results in this study revealed that teachers’ instruction

about target vocabulary brought about more gains in learning of phrasal verbs, and

teachers' use of code-switching benefited intermediate-level learners most, who were

able to gain similar levels of vocabulary learning and listening comprehension to

advanced learners.

Code-Switching in Linguistic Competence

Flynn et al. (2017) examined the relationship between code-switching and

linguistic competency in bilingual children in their study titled “Code-switching as a

marker of linguistic competence in bilingual children”. In their study, fifty-five English–

 20

Mandarin bilingual children aged 5 to 6 years were observed during classroom activities

over five days (three hours each day). Some different word roots and mean length of

acomputed. English receptive vocabulary scores were also obtained. Additionally,

teachers rated children's English and Mandarin language competencies approximately

six months later. Correlational and hierarchical regression analyses support the

argument that code-switching does not indicate linguistic incompetence. Instead,

bilingual children's code-switching strongly suggests that it is a marker of linguistic

competence.

Moreover, the study titled “Code-Switching: A Variation in Language Use”

conducted by Ifechelobi (2015) examines the formal structure and the socio-linguistic

function of code utterances. It discusses the Grice Cooperative Principle which regards

conversation as an enterprise in which participants can draw inferences through

knowledge of appropriate codes to achieve effectiveness. The data analysis was an

interview obtained from a corpus of speeches from undergraduates of Nnamdi Azikiwe

University, Awka through observation and questionnaire. The paper essentially argues

that the switching from one code to another, its frequency, and the communicative ease

with which it is accomplished cannot be dismissed as evidence of linguistic

incompetence in their first language (L1) or in the target language. It concludes therefore

that the codes have certain socio-linguistic functions and they serve as variations in

language use. This paper also concludes that the frequency and ease in the bilingual

speech behavior cannot be because of linguistic incompetence; rather code-switching is

ascribed to functional variation of language use as illustrated with the Gricean

conversational principle.
 21

The Role of Code-Switching in ESL Classrooms

This part of the study discusses the role of code-switching in ESL Classrooms

based on the related studies reviewed by the researchers.

Rosario and Narag-Maguddayao (2019) conducted a similar study where five (5)

English teachers and 41 Grade 10 students from a public high school in Cagayan,

Philippines were selected as respondents to determine the perception of teachers and

students toward the practice and use of code-switching in an ESL classroom. Results

were consistent with the previous study which revealed that from the 3 functions of

teacher CS, classroom management outdid the 2 other functions, namely: (1) curriculum

access; and (2) interpersonal relation. The teachers showed a positive attitude towards

the practice of CS during their ESL classroom interaction. Findings further revealed that

students believed CS will strengthen their comprehension of lessons which will not be

hindered by the CS employed by teachers. Respondents also have position perceptions

on CS as one instructional strategy of learning because it allows effective

communication between students and the teacher naturally and comfortably and

technique in highlighting the significance of information of complex concepts. Code-

switching may also be considered as a useful technique in classroom interaction,

especially if the goal is to clarify and convey the information to students efficiently, and

as a vehicle for seeking understanding, effective production of communication which

should be regarded as an effective and transitional language learning strategy; however,

it must be kept to an effective minimum.

In the study conducted by Azlan and Narasuman (2013), 28 tertiary level

students from the degree program of Education in a university in Malaysia were selected

as respondents in determining how code-switching is used as a communicative tool in

 22

classroom interaction. The researchers in this study observed the interaction in the

selected classroom using a framework adapted from Greggio and Gil (2007) which

covered the following aspects: (1) situation for code-switching; (2) time of code-

switching; (3) lecturer’s language use; (4) students’ language use; (5) reason for code-

switching; and (6) type of code-switching. It was found that all 3 types of code-switching

were used; however, inter-sentential switching was the most frequent, followed by intra-

sentential switching. The findings in this analysis were almost consistent with Yletyinen’s

(2004) findings that intra-sentential code-switching was the most employed type to be

used in teaching grammar in EFL classrooms.

On the other hand, inter-sentential code-switching was utilized for providing

explanations, requesting help, or interacting informally. The respondents in the class

mostly code-switched to show identification with the group because they shared the

same mother tongue. However, code-switching for pragmatic reasons and addressing a

different audience were observed to rarely occur in the class because not many

conversations involved expressing feelings about a personal issue (pragmatic reasons)

among the students.

Additionally, the close bond that the lecturer has with the students indicated that

code-switching was bound to occur whether the students were speaking to the lecturer

or among themselves. Often, the type of discussions between the lecturer and student

respondents is informal; hence, there was no difference in terms of the way they

addressed the lecturer and vice versa. Moreover, findings in this study revealed that half

of the interviewees often code-switched due to lack of register because of the difficulty to

always maintain the use of English as well as finding appropriate terms and concepts.
 23

The other half, however, stated that code-switching was often employed due to

their mood in emphasizing a point. The majority of the student respondents strongly

supported their teachers’ use of code-switching due to several reasons: (1) lessons were

easier to understand; (2) the teachers provided more words of encouragement and

better feedback to the students; (3) the learning atmosphere became more interactive;

and (4) teachers who code-switched were better at negotiating and bonded more with

the students compared to teachers who didn’t. The researchers of this study concluded

that practicing CS is effective for student learning, and it is encouraged to be used when

teaching students of low proficiency, but it must not overtake the target language in the

classroom.

Relationship between Code-Switching and Linguistic Competence

Flynn et al (2017) stated that code-switching of bilingual children happens because

of the lexical and/or pragmatic competence, not because they cannot differentiate two

language systems. Therefore, lack of linguistic competency or difficulty in differentiating

two language systems is not a result of bilingual children’s code-switching.

In the context of Philippine education, translation is generally perceived as a

positive development while code-switching is thought of negatively. Code-switching in

the Philippines, known as Taglish, is often blamed for the deterioration of the language

skills of Filipinos. It has been perceived as a less ideal language behavior for it is seen

as evidence for low levels of bilingual language proficiencies. Malakoff & Hakuta (1991)

observed that translation is thought of as manifesting linguistic separation and therefore,

also of linguistic control. On the other hand, they observed that code-switching is

assumed to be an unintentional and unconscious activity that indicates a lack of

 24

linguistic control. Lesada (2017) stated that characteristics of a mixed language are

beginning to show and young Filipinos use Taglish as their first language.

Capilitan (2017) identified the effects of code-switching in an experimental group

that exhibited the code-switching language in a DVD Video Lesson and a DVD Video

Lesson that uses purely English language. As revealed in the findings of the experiment,

there was a significant difference between the results of the posttest and pretests based

on their performance. The usage of code-switching of the DVD Video Lesson as their

medium of instruction performed well compared to those students who used the DVD

Video Lesson that uses the English Language. As explained by Capilitan, there is a

significant enhancement to the students when code-switching is used as the medium of

instruction.

On the Significant Relationship of the Perceived Effects of Code-switching and the

Profile of the Respondents in terms of Sex

Wei et al. (2015) stated that female participants and those with the lowest and

highest levels of education appreciated CS most, and participants in their teens and

twenties appreciated CS less than older participants. The findings thus show that the

attitudes towards CS are linked to personality, language learning history and current

linguistic practices, as well as some socio-biographical variables in their study “Attitudes

towards code-switching among adult mono- and multilingual language users”.

Moreover, in the study “Switch it Up: A Survey on Switching Practices among

Junior High School Students of International School for Better Beginnings in Lucena City

Quezon Province” by Ramos (2021). He investigated junior high school students’

perception of code-switching as a language pattern. His study aimed to identify the level
 25

of student’s self-assessment of their English proficiency and their perception of code-

switching when grouped according to sex, grade level, and academic performances in

English subject and Filipino subject. The analysis of this study revealed that the students

had a high English proficiency level as indicated by the overall mean of 4.06. This

means that they could take part in conversations on a variety of topics. It was also

revealed that there is significant relationship between the student’s perceptions of code-

switching practices when they group according to sex, grade level, and academic

performance in English and Filipino Subjects.

Synthesis

Based on the cited literature regarding the effects of code-switching on the

linguistic competence of the students in terms of grammar and vocabulary, the study of

Abdollahi et. al. mentioned that code-switching has a positive effect in terms of teaching

grammar. However in terms of vocabulary in the study of Namaziandost, Nguyen, Sert

et. al. stated that code-switching has a negative effect on learning vocabulary.

In attaining linguistic competence in terms of grammar and vocabulary, based on

the cited literature, code-switching is a good approach in attaining linguistics

competence in terms of vocabulary. However in grammar the use of code-switching has

positive and negative effects in attaining linguistic competence.

In terms of the role of code-switching in ESL classrooms, based on the cited

materials, code-switching help classroom interaction, strengthen the student’s

comprehension, a good instructional strategy of learning, and allows effective

communication between students and teachers.

In regards with the relationship between code-switching and linguistic

competence with its cited literature stated that the lack of linguistic competence of the
 26

students is not the result of bilingual children code-switching, and it helps the students

perform well to not using code-switching.

Moreover, in terms of the perceived effects of code-switching and the profile of

the respondents in terms of sex based on the cited materials that students perceived

code-switching positively revealed that there is significant relationship between the

student’s perceptions of code-switching practices when they group according to sex,

grade level, and academic performance in English and Filipino Subjects. The researcher

can see the positive effects of code-switching and the profile of the respondents in terms

of sex based on the cited materials.

 27

Chapter 3

RESEARCH METHODOLOGY

This study aimed to determine the effects of code-switching on the linguistic

competence of the students. This chapter presented the research design, sources of

data, data gathering instruments, data gathering procedures, and statistical treatment of

data.

Research Method

This study titled “Code-Switching in English as a Second Language (ESL)

Classroom: Its Effect on Students’ Linguistic Competence” used a mixed-method type of

research. As mentioned by Halcomb and Hickman (2015), mixed-method research

involves the use of qualitative and quantitative data in a single research project. It

represents an alternative methodological approach, combining a qualitative and

quantitative research approach, which enables nurse researchers to explore complex

phenomena in detail.

The researchers used a phenomenological type of qualitative design. As

mentioned by Teherani et al. (2015), phenomenology can be defined as an approach to

research that seeks to describe the essence of a phenomenon by exploring it from the

perspective of those who have experienced it. On the other hand, the researchers used

correlational method in quantitative analysis. Ary (2019) defined correlational research

as a research that investigates the relationship or correlation of two or more variables.

Moreover, in this method, researchers gather data from a group of individuals on two or

more variables and then seek to determine if the variables are correlated.
 28

Respondents of the study

This study aimed to determine the effects of code-switching on the linguistics

competence of the students. The researchers selected students from Grade 7 at Asia

Technological School of Science and Arts in Santa Rosa City, Laguna as their

respondents and participants of the study to meet the objectives of this study. The

reseaerchers also interviewed the Grade 7 English teacher for the qualitative analysis.

Sampling Technique

The researchers used a convenience non-probability sampling technique.

Alkassim and Tran (2015) defined convenience sampling as a type of non-probability or

non-random sampling where members of the target population that meet certain

practical criteria, such as easy accessibility, geographical proximity, availability at a

given time, or the willingness to participate are included for the study.

Description of Respondents

The respondents in this study were the selected Grade 7 students from the Asia

Technological School of Science and Arts. The respondents were determined through

interviews and their availability in answering the questionnaire.

Research Instrument

In this study, the researchers interviewed teachers to gather data and to

determine the perception about code-switching and its effects on linguistic competence.
 29

Simultaneously, the researchers used a researcher-made survey questionnaire that was

distributed to the student-respondents to determine the effects of code-switching on their

linguistic competence. The researchers then proceeded with an interview with English

teachers to determine the roles of code-switching, and its effect on the linguistic

competence of the students.

Data Gathering Procedure

The first step before gathering data was to ask for validation of the interview

questions and the researcher-made survey questionnaire to prove that these are aligned

with the research questions. After the questionnaires were validated, the researchers

proceeded to the interview about code-switching to the teacher-respondents using

Google Forms, as well as conducting the survey to the student-respondents online due

to the limitations brought by the pandemic. The gathered data from the survey

questionnaire served as a basis in proceeding to see the effects of code-switching in

learning grammar and vocabulary.

After the respondents answered the questionnaire, the results were tabulated

and analyzed to see if there are effects in the use of code-switching on the linguistic

competence of the students.

 30

Statistical Treatment

The following formulae were the statistical data used to determine, tally, analyze,

and interpret the gathered data.

1. Frequency Count and Percentage - This was used to enumerate the answer of

the teacher respondents in their answers based on the pre-survey.

P = F/N x 100

Where: P = percentage

F = Frequency

N = Respondents

2. Weighted Mean - This was used to determine the effects of code-switching to

linguistic competence of the students.

Weighted mean = Σwx/Σw

Where: Σ = summation

w = weights

x = values

3. Pearson’s R Correlation - This was used to find the relationship between the

effects of code-switching and the profile of the respondents in terms of sex.

𝑛(𝛴𝑥𝑦) − (𝛴𝑥)(𝛴𝑦)
𝑟=
√[𝑛𝛴𝑥 2 − (𝛴𝑥)2 ][𝑛𝛴𝑦 2 − (𝛴𝑦)2
 31

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The following tables were the presentation of the findings of the study

determining the effects of code-switching on the linguistic competence of students. This

consists of the presentation of the profile of the respondents in terms of sex, as well as

the effects of code-switching on linguistic competence in terms of grammar and

vocabulary. It also includes the interpretation of the results from the standardized test

conducted by the researchers.

1. On Profile of the Respondents in terms of Sex

Table 1

Profile of the Respondents in terms of Sex

Sex Number of Percentage

Respondents
Male 4 57%
Female 3 43%
Total 7 100%

The table shows the number of Grade 7 students who participated in the study.

There are 4 male respondents (57%), while there are 3 female respondents (43%).
 32

2. On the Perceived Effects of Code-switching to Linguistic Competence

Table 2
Perceived Effects of Code-switching to Linguistic Competence
in terms of Grammar

Indicators:
Through switching from Weighted Verbal
the first language to the Mean Interpretation
second language, I can…
1. Easily comprehend
the rules of subject- 3.14 Agree
verb agreement.
2. Observe correct
subject-verb 3.00 Agree
agreement.
3. Appropriately use a
particular type of
3.14 Agree
sentence according to
its purpose.
4. Compose sentences
using suitable
subordinating and 3.14 Agree
coordinating
conjunctions.
5. Write the plural form
3.00 Agree
of nouns.
6. Differentiate the
concepts of active and
2.86 Agree
passive voices of the
verb.
7. Recognize the order
2.71 Agree
of adjectives.
8. Correctly use the
different adverbs
3.00 Agree
depending on their
types.
9. Identify and use
prepositions in a 2.43 Disagree
sentence.
10. Understand and use
compound and 2.71 Agree
complex sentences.
Average Weighted Mean 2.91 Agree

Based on the table provided, the respondents agreed that there are effects when

the teacher switches from the first language to the second language when learning
 33

grammar lessons. They see that they “easily comprehend rules of subject-verb

agreement”, which has a weighted mean of 3.14, and interpreted verbally as ‘Agree’.

“Observing correct subject-verb agreement” is also interpreted as ‘Agree’ and has a

weighted mean of 3.00. “The use of particular type of sentence according to its purpose

and ability to compose sentences using suitable conjunction were both verbally”

interpreted as ‘Agree’ and have a weighted mean of 3. “Writing the plural form of nouns”

is interpreted as ‘Agree’ and has a weighted mean of 3.00. “Differentiating concepts of

active and passive voices of verb” has a weighted mean of 2.86 and is interpreted

verbally as ‘Agree’. “Recognizing the order of adjectives” has a weighted mean of 2.71

and is interpreted as ‘Agree’. “Correctly using different adverbs” has a weighted mean of

3.00 and verbally interpreted as ‘Agree’. “Identification of prepositions in a sentence” has

a weighted mean of 2.43 and is verbally interpreted as ‘Disagree’. Finally, “the use of

compound and complex sentences” has a weighted mean of 2.71 and verbally

interpreted as ‘Agree’.

Moreover, this supports the findings of Shafi et. al (2020) regarding the effects of

code-switching to language learning, where linguistic competence is included. Their

study also stated that code-switching ensures linguistic competence of the students, and

gives students confidence to learn the second language.

 34

Table 3
Perceived Effects of Code-switching to Linguistic Competence
in terms of Vocabulary

Indicators:
Through switching from the first Weighted Verbal
language to the second language, I Mean Interpretation
can…
1. Utilize and select appropriate
idiomatic expressions in a 3.00 Agree
communicative setting.
2. Categorize and identify figures of
speech that show comparison
2.57 Agree
(simile, metaphor,
personification).
3. Categorize and identify figures of
speech that show contrast (irony, 2.29 Disagree
oxymoron, paradox).
4. Determine the synonyms of a
2.86 Agree
given vocabulary item.
5. Determine the antonyms of a
3.14 Agree
given vocabulary item.
6. Easily and appropriately use
2.57 Agree
prefixes.
7. Easily and appropriately use
2.57 Agree
suffixes.
8. Understand the concept of
2.86 Agree
context clues.
9. Distinguish features of informal
language such as fillers, 2.57 Agree
contractions, and slang
10. Appropriately select an informal
2.86 Agree
language in communication.
Average Weighted Mean 2.73 Agree

Based on the table provided, the respondents agreed that there are effects when

the teacher switches from the first language to the second language when learning

vocabulary lessons. They see that they can “utilize and select appropriate idiomatic

expressions”, which has a weighted mean of 3.00, and interpreted verbally as ‘Agree’.

“Identifying figures of speech that show comparison” is interpreted as ‘Agree’ and has a

weighted mean of 2.57; however, “categorizing figures of speech that show contrast” is

verbally interpreted as ‘Disagree’ and has a weighted mean of 2.29. “Determining the
 35

synonyms of words” has a weighted mean of 2.86 and is verbally interpreted as ‘Agree’.

“Determining the antonyms of words” has a weighted mean of 3.14 and verbally

interpreted as ‘Agree’. “Easily and appropriately use of suffixes and prefixes” both have

a weighted mean of 2.57 and both verbally interpreted as ‘Agree’. “Understanding

context clues” has a weighted mean of 2.86 and is verbally interpreted as ‘Agree’.

“Distinguish features of informal language” is verbally interpreted as ‘Agree’ and has a

weighted mean of 2.57. Lastly, “appropriately selecting informal language in

communication” has a weighted mean of 2.86 and is interpreted verbally as ‘Agree’.

This is also in line with the study of Shafi et al. (2020) that states that code-

switching gives students the opportunity and confidence to learn the second language,

particularly vocabulary.
 36

3. On the Attainment of Linguistic Competence

Table 4
Attainment of Linguistic Competence in terms of Grammar

Indicators:
Weighted Mean Verbal
Through these effects, I
Interpretation
can…
1. achieve mastery of 2.86 Agree
grammar.
2. gain opportunities for 3.00 Agree
grammar learning.
3. create my own
understanding of the 2.86
Agree
grammatical rules of the
target language.
4. recognize and use
2.86
grammatical rules Agree
correctly.
5. improve my ability to
3.00
construct grammatically Agree
correct sentences.
Average Weighted 2.92
Agree
Mean

Table 4 indicates that the respondents agreed that code-switching helps the

attainment of linguistic competence in terms of grammar with a total average weighted

mean of 2.92, and that is verbally interpreted as ‘Agree’. Furthermore, it shows that

through code-switching they “can achieve mastery in grammar” with a weighted mean of

2.86, and it is verbally interpreted as ‘Agree’; “can gain opportunities for grammar

learning” is interpreted as ‘Agree’ with a weighted mean of 3.00; “can create their own

understanding of the grammatical rules of the target language” has a weighted mean of

2.86 which verbally interpreted as ‘Agree’; “can recognize and use grammatical rules

correctly” is verbally interpreted as ‘Agree’ with a weighted mean of 2.86; and “can

improve their ability to construct grammatically correct sentences” with a weighted mean

of 3.00 which verbally interpreted as ‘Agree’.

In contrast with the study of Almansour (2016) titled “Code-switching as a

Grammar Teaching Strategy in Saudi Arabian EFL Classrooms”, it showed that code-
 37

switching was not an effective learning strategy for Saudi Arabian students. However, it

does not support the results of the study. In the interview gathered about the perception

of the students about using code-switching in grammar learning, the students prefer

using code-switching.
 38

Table 5
Attainment of Linguistic Competence in terms of Vocabulary

Indicators:
Weighted Mean Verbal
Through these
Interpretation
effects, I can…
1. enhance my 3.43 Strongly Agree
vocabulary.
2. Comprehend
definitions of 3.00 Agree
vocabulary which are
presented.
3. see that learning 3.14 Agree
vocabulary is easy.
4. achieve mastery in 3.14
Agree
vocabulary.
5. easily develop my
3.00
vocabulary Agree
understanding.
Average Weighted 3.14
Agree
Mean

Table 5 shows that the respondents agreed that code-switching helps the

attainment of linguistic competence in terms of vocabulary with a total average weighted

mean of 3.14, and that is verbally interpreted as ‘Agree’. Moreover, it indicated that

“code-switching enhances their vocabulary” with a weighted mean of 3.43 which verbally

indicated as ‘strongly agree’. The indicator that through CS, they can “comprehend

definitions of vocabulary” which are presented is verbally interpreted as ‘Agree’ with a

weighted mean of 3.00. Indicator of “seeing that learning vocabulary is easy”, with a

weighted mean of 3.14, is verbally interpreted as ‘Agree’. In terms of achieving mastery

in vocabulary, all respondents ‘Agreed’, with a weighted mean of 3.14. The indicator

“can easily develop vocabulary understanding” has a weighted mean of 3.00 which is

verbally interpreted as ‘Agree'.

In the study titled “A System for English Vocabulary Acquisition based on Code-

switching” by Araki et al. (2016), it stated that code-switching plays an important role in

vocabulary learning. The study presented different methods in teaching vocabulary

 39

effectively using code-switching which is the Co-Mix system-an English vocabulary

teaching system using code-switching for vocabulary acquisition.

 40

4. On the Role of Code-switching in English as a Second Language (ESL)

Classroom

Table 6
Coded Responses of the Respondents about the Role of Code-Switching
in English as a Second Language Classroom

Question Responses Code/Content

What have you P1: “They become more Cooperation

observed when you cooperative”
use code-switching in
your classroom?

What do you think P1: “Well, for some, it Improved vocabulary

are the effects of may help them to
code-switching on improve their vocabulary
students regarding but for others maybe they
linguistic will stick to it.”
competence?

Do you think code- P1: “Yes, they will Improved vocabulary

switching benefits remember the unfamiliar
your students in term.”
learning grammar
and vocabulary?
Why?

Do you think code- P1: “No, it helps them to Improved vocabulary

switching interrupts remember unfamiliar
the attainment of the word.”
students’ linguistic
competence? Why?

Do you think code- P1: “Yes, it may build

switching is helpful to good relationship in Cooperation
students when discussion.”
discussing English
lessons? Why or why
not?

Do you think code- P1: “Yes, it helps them to Improved vocabulary

switching helps your remember unfamiliar
students in attaining word.”
grammar and
vocabulary
competency? Why?
 41

The researchers interviewed the English teacher of Grade 7 to look for additional

insights about code-switching in English as a Second Language (ESL) classroom. As

the teacher mentioned in the interview, she uses both English and Tagalog to make the

discussion harmonious. She added that there are some terms in English that are

highfalutin or not easily understood by the students. She also uses code-switching to

help the students understand the lesson more. Moreover, she sees that when she uses

code-switching or changes from the second language to the first language, the students

become more cooperative. Also, she perceives that code-switching is helpful to students

when discussing English lessons, particularly in grammar and vocabulary, as it helps the

students remember and understand unfamiliar terms.

It is aligned with the study of Simasiku et al. (2015) about the perception of

teachers towards the use of code-switching in English medium classrooms. The study

states that most of the teacher-respondents saw many advantages of using code-

switching in classes, such as in explaining concepts for the students to understand the

content, helping the class interactive and making the students involved in learning.

EMERGING THEMES

Theme, as defined by the University of Huddersfield, is a group of features of

participants’ accounts characterising particular perceptions and/or experiences that the

researcher sees as relevant to the research question.

The following are some emergent themes on code-switching in English as a

Second Language (ESL) Classroom.

Roles of Code-switching in English as a Second Language (ESL) Classroom

Based on the related studies examined, code-switching has its own roles in

English as a Second Language (ESL) classroom. One role that can be seen from the
 42

responses is that, English as a Second Language (ESL) Classroom is more harmonious

when the teacher uses code-switching. As the participant mentioned, using both first and

second language can make the class cooperative. Also, the study of Rosario and Narag-

Maguddayao (2019) stated that code-switching allows effective communication between

students and the teacher naturally and comfortably. Moreover, code-switching can help

the students improve their vocabulary. It is also supported by the study of Fachriyah

(2021) that mentioned the functions of code-switching in an English Language

Classroom, and one of the functions mentioned is to develop vocabulary of students.

The students also become cooperative when the teacher uses code-switching, and they

can express their ideas and thoughts easily.

 43

5. On the Significant Relationship of Perceived Effects of Code-switching on

Linguistic Competence of the Respondents and their Profile in terms of Sex

Table 7
Significant Relationship of Perceived Effects of Code-switching
on Linguistic Competence of the Respondents and their Profile in terms of Sex

Pearson R Alpha P-Value Decision Remark

Correlation

Failed to
0.53 0.05 0.47 Not Significant
reject Ho

The researchers used Pearson R Correlation to identify if there is any significant

relationship between the perceived effects of code-switching from the respondents to

their profile in terms of sex. Upon computation and verification, r = 0.53 and p > 0.05

which means that there is no significant relationship in the perceived effects of code-

switching on the students’ linguistic competence and their profile in terms of sex.

This also failed to reject the null hypothesis, and contradicts the findings of

Ramos (2021) in his study “Switch it Up: A Survey on Switching Practices among Junior

High school Students of International school for Better Beginning in Lucena City,

Quezon Province”, which stated that students can take part of conversations in variety of

topics. It was also revealed in the stated study that there is a significant relationship

between the perception of code-switching practices when grouped according to sex,

grade level, and academic performances in English and Filipino subjects. On the other

hand, the result of the present study is aligned with the results of the study by

Teklesellassie and Boersma (2018) titled “Attitudes Towards Code-switching in an

English-medium Content Classroom”. Their study showed that there is no significant

relationship statistically significant relationship between the gender and the attitudes of

the participants towards their teachers’ use of Amharic in class.

 44

Chapter 5

Summary of Findings, Conclusions, and Recommendations

This chapter deals with the summary of the findings and conclusions based on

the gathered data. The conclusions given were drawn from the outcomes of the study. It

also presents recommendations which were based on the study and conclusions of the

study.

Summary of Findings

In the light of the gathered data, the following results were drawn:

1. On Profile of the Respondents in terms of Sex

On the profile of the respondents in terms of sex, there are 7 respondents of

Grade 7 students who participated in the study. There are 4 male respondents (57%),

while there are 3 female respondents (43%).

2. What are the effects of code-switching to linguistic competence in ESL

Classrooms as to the students in terms of:

2.1 Grammar

Based on the data gathered in the effect of code-switching to linguistic

competence of students in terms of grammar, the respondents agreed that there are

effects when the teacher switches from the first language to the second language when

learning grammar lessons. The average weighted mean is 2.91 which interpreted

verbally as ‘Agree’. Moreover, they see that they can easily comprehend rules of

subject-verb agreement, can use particular type of sentence according to its purpose,

and compose sentences using suitable conjunction, write the plural form of nouns, and
 45

correctly use different adverbs, differentiate concepts of active and passive voices of

verb and; recognize the order of adjectives and use compound and complex sentences.

2.2 Vocabulary

In terms of the effects of code-switching to linguistic competence of the students

focusing on vocabulary based on the gathered data, the respondents agreed that there

are effects when the teacher switches from the first language to the second language

when learning vocabulary lessons. The computed average weighted mean is 2.73, which

was interpreted verbally as ‘Agree’. The respondents perceived that they can determine

the antonyms of words, utilize and select appropriate idiomatic expressions,

appropriately select informal language in communication, determine the synonyms of

words, and understanding context clues, identify figures of speech that show

comparison, easily and appropriately use of suffixes and prefixes, and distinguish

features of informal language.

3. How do these effects aid the attainment of linguistic competence of the

students in terms of:

3.1 Grammar

On the effects of code-switching in attaining linguistic competence of the

students in terms of grammar, the respondents agreed that code-switching helps the

attainment of linguistic competence in terms of grammar with a total average weighted

mean of 2.92, and that is verbally interpreted as ‘Agree’. Furthermore, it shows that

through code-switching they can gain opportunities for grammar learning and improve

their ability to construct grammatically correct sentences and; can achieve mastery in
 46

grammar, create their own understanding of the grammatical rules of the target

language, and recognize and use grammatical rules.

3.2 Vocabulary

In terms of the attainment of linguistic competence focusing on vocabulary

building, the respondents agreed that code-switching helps the attainment of linguistic

competence. Moreover, it indicated that code-switching enhances their vocabulary, can

help them achieve mastery in vocabulary, and see that learning vocabulary is easy,

comprehend definitions of vocabulary presented, and can easily develop vocabulary

understanding with an overall total average weighted mean of 3,14 which verbally

interpreted as ‘Agree’

4. On the Role of Code-switching in English as a Second Language (ESL)

Classroom

On the role of code-switching as a Second language (ESL) classroom, the

researchers interviewed the English teacher of Grade 7 to look for additional insights

about code-switching in English as a Second Language (ESL) classroom. As the teacher

mentioned in the interview, she uses both English and Tagalog to make the class

cooperative. Also, she perceives that code-switching is helpful to students when

discussing English lessons, particularly in grammar and vocabulary, as it helps the

students remember and understand unfamiliar terms. The interview also highlighted the

following codes:

1. Improved Vocabulary

Based on the interview, code-switching during discussion helps the students improve

their vocabulary and help them remember unfamiliar terms. Code-switching is used by
 47

the teacher-participant to explain highfalutin words, and help the students understand

those words. The teacher-participant also noticed that when she is using code-switching

while teaching English lessons, it helps them attain the linguistic competence.

2. Cooperation

The teacher also noticed that when she is code-switching, the students become

more cooperative and participative. Hence, code-switching helps the English as a

Second Language (ESL) to be more cooperative and harmonious. Also, it helps the

students to build relationship with their teacher.

5. On the Significant Relationship between the Perceived Effects of Code-

switching to the Profile of the Respondents in terms of Sex

To get the significant relationship between the effects of code-switching to the

profile of the respondents in terms of sex, the researchers used Pearson R Correlation

to determine the significant relationship between the effects of code-switching on the

profile of the respondents in terms of sex. Based on the computation, r = 0.53, and p >

.05 which showed that there is no significant relationship between the perceived effects

to the profile of the respondents in terms of sex. Thus, this failed to reject the null

hypothesis and contradicts the previously stated related literature.

Conclusions

Based on the findings of this study, the following conclusions were provided:

1. On Profile of the Respondents in terms of Sex

The respondents were from Grade 7 and there are more male students than

female who responded in the survey.

 48

2. On the Perceived Effects of Code-switching to Linguistic Competence

2.1 Grammar

There are effects when the teacher switches from the first language to the

second language when learning grammar lessons. Students can easily comprehend the

rules of subject verb agreement, can use particular type of sentence according to its

purpose, and can compose sentences using suitable conjunction, writing and

recognizing the order of adjectives the plural form of nouns. With the help of code-

switching, students can differentiate concepts of active and passive voices of verb, can

use different adverbs correctly, and can use compound and complex sentences.

Definitely, the respondents agreed that code-switching has effects when the teacher

switches from first language to second language. However, the students disagree that

code-switching helps them when identifying and using prepositions in a sentence.

2.2 Vocabulary

There are effects when the teacher switches from the first language to the

second language when learning vocabulary lessons. Though code-switching, students

can see that they can utilize and select appropriate idiomatic expressions, determine

the synonyms of words, determine the antonyms of words, understand context clues,

distinguish features of informal language, and appropriately select informal language in

communication which the respondents all agreed that code-switching has effects in

learning vocabulary. However, in terms of categorizing figures of speech that show

contrast, most of the respondents disagreed that code-switching helped them.

 49

3. On the Attainment of Linguistic Competence in terms of:

3.1 Grammar

Code-switching helps the attainment of linguistic competence in terms of

grammar. It shows that through code-switching, respondents can achieve mastery in

grammar, gain opportunities for grammar learning, create their own understanding of

the grammatical rules of the target language, recognize the use grammatical rules

correctly, and improve their ability to construct grammatically correct sentences which

the respondents all agreed that code-switching helps their grammar learning.

3.2 Vocabulary

In terms of vocabulary, code-switching helps the attainment of linguistic

competence in terms of vocabulary. It indicated that code-switching enhances the

students’ vocabulary. Particularly, code-switching can aid the students to comprehend

definitions of words. Added too is that through code-switching, students see that learning

vocabulary is easy. Respondents agreed that they can achieve mastery in vocabulary

with the help of code-switching.

4. On the Role of Code-switching in English as a Second Language (ESL)

Classroom

Using code-switching in English as a Second Language (ESL) classrooms can

make the discussion harmonious, it can also help the students understand the lesson

more. Code-switching was proven to help the students become more cooperative. ESL

students see it as helpful for them in English lessons, particularly in grammar and

vocabulary, as it helps the students remember and understand unfamiliar terms.

 50

5. On the Significant Relationship between the Effects of Code-switching to the

Profile of the Respondents in terms of Sex

There is no significant positive relationship between the perceived effects of

code-switching to the profile of the respondents in terms of sex.

Recommendations

Based on the foregoing findings and conclusions, the researchers would

recommend the following:

1. The school administration may conduct seminars about the in-depth learning of

code-switching and how they will become more effective in teaching the English

subject to their students. Through attending seminars, they can provide teaching

strategies for their students to help them achieve linguistic competence with the

use of code-switching.

2. Through instructions with moderate use of code-switching, the English as a

Second Language (ESL) students may have weekly group activities that will

enhance their learning such as speech laboratory activities that will focus on the

use of preposition, and individual activities such as worksheets and essay writing.

3. Code-switching is perceived as an effective tool in teaching and learning grammar

and vocabulary. Therefore, for the current and future English teachers, they may

use code-switching in giving emphasis and to have a conducive learning

environment in English classes.

4. Teachers and the administration should take into consideration of the limitations of

‘English-only’ policy, knowing that the Philippines is a bilingual country and that

code-switching helps the attainment of students’ linguistic competence.

5. For the future researchers, they may conduct a study about code-switching and

how it affects other competencies in the Communicative Competence model.

 51

They may also conduct their study with more respondents and can also be

conducted in other schools or institutions, either public or private.

 52

References

Abdollahi, A., Rahmany, R., & Maleki, A. (2015). The Effect of Intra-sentential, Inter-
sentential and Tag- sentential Switching on Teaching Grammar [Ebook]. Cumhuriyet
University Faculty of Science. Retrieved 10 April 2021, from.

Akhtar, S., Baig, F., Aslam, M., Khan, T., Tayyaba, S., & Iqbal, Z. (2020). Code-
Switching and Identity: A Sociolinguistic Study of Hanif’s Novel Our Lady of Alice
Bhatti [Ebook]. International Journal of English Linguistics. Retrieved 12 March 2021,
from https://doi.org/10.5539/ijel.v10n1p364.

Albarillo, F. (2018). Information Code-Switching: A Study of Language Preferences in

Academic Libraries. Crl.acrl.org. Retrieved 9 March 2021, from
https://crl.acrl.org/index.php/crl/article/view/16765/18770.

Alkassim, R. & Etikan, I., Musa, S., (2015). Comparison of Convenience Sampling and
Purposive Sampling [Ebook]. American Journal of Theoretical and Applied Statistics.
Retrieved 13 September 2021, from http://10.1164/j.ajtas.20160501.11.

Almansour, A. (2016). Code Switching as a Grammar Teaching Strategy in Saudi

Arabian EFL Classrooms [Ebook]. Retrieved 13 September 2021, from
http://hdl.handle.net/1959.7/uws:41442.

Al-Qaysi, N. (2019). Students and educators’ attitudes towards code-switching: A

longitudinal study [Ebook]. International Journal of Information Technology and
Language Studies. Retrieved 12 October 2021, from
https://www.researchgate.net/publication/335107683_Students_and_educators%27_
attitudes_towards_code-switching_A_longitudinal_study

Ansar, F. (2017). Code Switching and Code Mixing in Teaching-Learning Process.

Neliti.com. Retrieved 9 March 2021, from
https://www.neliti.com/publications/69268/code-switching-and-code-mixing-in-
teaching-learning-process#cite.

Araki, K., Rzepka, R., Mazur, M., & Karolczak, K. (2016). A System for English
Vocabulary Acquisition based on Code-switching [Ebook]. International Journal of
Distance Education Technologies. Retrieved 22 December 2021, from
https://www.researchgate.net/publication/303854147_A_System_for_English_Vocab
ulary_Acquisition_based_on_Code-Switching.

Ary, D., Jacobs, L., Irvine, C., & Walker, D. (2019). Introduction to Research in
Education [Ebook]. Cengage Learning, Inc. Retrieved 26 December 2021, from
https://books.google.com.ph/books?hl=en&lr=&id=4RREDwAAQBAJ&oi=fnd&pg=PP
1&dq=correlational+research+design+definition&ots=8m5DGYlrum&sig=Zq3DKs1xA
eRTjfiYSx2u8yhUuBE&redir_esc=y#v=onepage&q=correlational%20research%20de
sign%20definition&f=false.

Azlan, N., & Narasuman, S. (2013). The Role of Code-Switching as a Communicative

Tool in an ESL Teacher Education Classroom [Ebook]. Retrieved 12 March 2021,
from https://www.researchgate.net/publication/270849348_The_Role_of_Code-
switching_as_a_Communicative_Tool_in_an_ESL_Teacher_Education_Classroom.
 53

Canale M, Swain M (1980) Theoretical bases of communicative approaches to second

language teaching and testing. Applied Linguistics

Capilitan Jr, F. (2017). Instructional DVD Video Lesson with Code Switching: Its Effect
on the Performance Level in Dancing Social Dance among Grade 10 Special
Program in the Art Students of the Philippines. Journal of Language and Cultural
Education. 5. 10.1515/jolace-2017-0007.

Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative Competence: A

Pedagogically Motivated Model with Content Specifications [Ebook]. Retrieved 15
March 2021, from https://d1wqtxts1xzle7.cloudfront.net/31937006/Celce-
Murcia_1995-with-cover-page-
v2.pdf?Expires=1640497041&Signature=gyTu5NT2LxdvljsZvweG-
otD5wbPdTPWSK~UL94~2JeDO9oxx1sVwjELHpsj4Ry2OCDN03-
Bgy0j0ZC0AofCC-ovR-EtMe5lbUuge-
T2bV6QNAYxvC7K8R3Hs77Om3i1S6T5xfSWpiAfgW9fmXVHqdjw2Rr7-HtZTm45-
VFruv8DJr4-3wb9FuDdkWZP6Ry44ivHC1EwtrnIFDhL5NHLApG78WZXioai-
Pnp2ZviIF6JcRJMK1a9e5OZ9JNpk1AMJgknYNStqW~zkGWE6oJShiaaNTxyc6cOO
R0SClH2h~HRZuwlU771y~foze33YokaA06xzDDTGIAvvc6ozc3tRA__&Key-Pair-
Id=APKAJLOHF5GGSLRBV4ZA.

Code-Switching Is More Than Just Language. Lectura Books. (2018). Retrieved 13

September 2021, from https://www.lecturabooks.com/code-switching-is-more-than-
just-language/.

Communicative Competence – Supporting English Language Learners. Learnalberta.ca.

Retrieved 9 March 2021, from
https://www.learnalberta.ca/content/eslapb/about_communicative_competence.html.

Esen, S. (2019). Code Switching: Definition, Types, and Examples. Owlcation. Retrieved
13 September 2021, from https://owlcation.com/humanities/Code-Switching-
Definition-Types-and-Examples-of-Code-Switching.

Fachriyah, E. (2017). The Functions of Code Switching in an English Language

Classroom [Ebook]. Studies in English Language and Education. Retrieved 11 April
2021, from https://doi.org/10.24815/siele.v4i2.6327.

Farashaiyan, A., Muthusamy, P., Muniandy, R., Kandasamy, S., Hussin, O., &
Subramaniam, M. (2020). Factors of Code-Switching among Bilingual International
Students in Malaysia [Ebook]. International Journal of Higher Education. Retrieved 9
November 2021, from https://doi.org/10.5430/ijhe.v9n4p332.

Flynn, S., Tan, J., & Yow, W., (2017). Code-switching as a marker of linguistic
competence in bilingual children. Bilingualism: Language and Cognition, 21(5), 1075-
1090. doi:10.1017/S136672891700033

Greggio, S. & Gil, G. (2007). Teacher’s and Learner’s Use of Code Switching in the EFL
classroom: a Qualitative Study. Linguagem & Ensino, 10 (2), 371-393
 54

Gulzar, M. (2014). Teachers’ Code-Switching in a Content-Focused English as a Second

Language (ESL) Classroom: Patterns and Functions [Ebook]. International Journal of
Linguistics. Retrieved 12 April 2021, from http://dx.doi.org/10.5296/ijl.v6i4.6162.

Halliday, M. A. K. (1994). An introduction to functional grammar. London: Edward

Arnold.

Halcomb, E. & Hickman, L. (2015). Mixed methods research. Nursing Standard:

promoting excellence in nursing care, 29 (32), 41-47.

Hien, P. T. (2012). An investigation into teachers’ use of Vietnamese in English

classrooms for young learners at a language centre. M.A. thesis, Hanoi National
University, Vietnam.

Hymes, D.H. (1972). On Communicative Competence. In: J.B. Pride and J. Holmes
(eds) Sociolinguistics. Selected Readings

Ifechelobi, J. (2015). Code Switching: A Variation in Language Use [Ebook].

Mgbakoigba: Journal of African Studies. Retrieved 13 September 2021.

International Accrediting Organization for Clinical Research (2017). Competence and

Clinical Research - IAOCR. https://iaocr.com/competence-clinical-research/. (2017).
Retrieved 11 March 2021, from https://iaocr.com/competence-clinical-research/.

Ismail, M. (2015). The Sociolinguistic Dimensions of Code-Switching between Arabic

and English by Saudis. International Journal of English Linguistics. 5.
10.5539/ijel.v5n5p99.

Khalizad, M., & Nabifar, N. (2017). The Effect of Code Switching on the Acquisition of
Object Relative Clauses by Iranian EFL Learners The Effect of Code Switching on
the Acquisition of Object Relative Clauses by Iranian EFL Learners [Ebook].
Retrieved 12 September 2021.

Küçükler, H., & Tosuncuoglu, I. (2018). Perception of Learners Towards Monolingualism,

Bilingualism and Multi-Language Learning [Ebook]. Canadian Center of Science and
Education. Retrieved 10 March 2021, from https://doi.org/10.5539/elt.v11n12p221.

Lee, J., & Levine, G. (2018). The Effects of Instructor Language Choice on Second
Language Vocabulary Learning and Listening Comprehension [Ebook]. Retrieved 13
March 2021, from https://doi.org/10.1177/1362168818770910.

Lesada, J. (2017). TAGLISH IN METRO MANILA: AN ANALYSIS OF TAGALOG-

ENGLISH CODE-SWITCHING [Ebook]. Retrieved 12 September 2021, from
https://deepblue.lib.umich.edu/bitstream/handle/2027.42/139623/jlesada.pdf.

Li, W. (2000). Dimensions of bilingualism. In Li (Ed). The bilingualism reader (pp. 2-21).
London: Routledge.

Malakoff, M., & Hakuta, K. (1991). Translation skill and metalinguistic awareness in
bilinguals [Ebook]. Retrieved 13 September 2021, from
https://web.stanford.edu/~hakuta/www/research/publications/(1991)%20-
 55

%20TRANSLATION%20SKILL%20AND%20METALINGUISTIC%20AWARENESS%
20IN%20B.pdf.

Mangila, Benjamin. (2019). Pedagogic Code-Switching: A Case Study of the Language

Practices of Filipino Teachers in English Language Classrooms. English Language
Teaching Educational Journal. 1. 115. 10.12928/eltej.v1i3.738.

Nabifar, N., & Khalilzad, M. (2016). The Effect of Code switching on the Acquisition of
Object Relative Clauses by Iranian EFL Learners.

Namaziandost, E. ., Neisi, L. ., & Banari, R. . (2019). The Impact of Code-switching on

Vocabulary Learning among Iranian Upper-intermediate EFL Learners. International
Journal of Linguistics, Literature and Translation, 2(5), 309–318. Retrieved from
https://al-kindipublisher.com/index.php/ijllt/article/view/603

Nguyen, N., Grainger, P. & Carey, M. (2016). Code-switching in English Language

Education: Voices from Vietnam. Theory and Practice in Language Studies. 6. 1333.
10.17507/tpls.0607.01.

Nordquist, R. (2019). Communicative Competence Is Key to Social Acceptance.

ThoughtCo. Retrieved 13 September 2021, from https://www.thoughtco.com/what-is-
communicative-competence-1689768.

Nordquist, R. (2019). What Is Code Switching?. ThoughtCo. Retrieved 9 March 2021,

from https://www.thoughtco.com/code-switching-language-1689858.

Nordquist, R. (2020). What Is Linguistic Competence?. ThoughtCo. Retrieved 13

September 2021, from https://www.thoughtco.com/what-is-linguistic-competence-
1691123.

Ong, K., & Zhang, L. (2018). The Effects of Code-Switched Reading Tasks on Late-
Bilingual EFL Learners' Vocabulary Recall, Retention and Retrieval [Ebook].
Retrieved 12 March 2021, from https://doi.org/10.1016/j.system.2017.10.008.

Poplack, S. (1980). Sometimes I‟ll start a sentence in Spanish y termino en Español:

Toward a typology of code-switching. Linguistics vol. 18 Retrieved from:
<http://www.uottawa.ca/academic/arts/sociolinguistics/shanapoplack/
francais/pubs/articles/Poplack1980a.pdf>

Ramos, G., (2021). Switch It Up: A Survey on Switching Practices among Junior High
School Students of International School for Better Beginnings in Lucena City,
Quezon Province. [Online] Eprajournals.com. Available at:
<https://www.eprajournals.com/jpanel/upload/1247am_53.EPRA%20JOURNALS733
3.pdf> [Accessed 16 November 2021].

Retnawani, S., & Mujiyanto, Y. (2015). Code Switching Used in Conversations by an

American Student of the Darmasiswa Program [Ebook]. Journal of Language and
Literature X/1. Retrieved 13 September 2021.

Rosario, O., & Narag-Maguddayao, R. (2019). Code-switching of English language

teachers and students in an ESL classroom. In The Asian EFL Journal’s International
 56

Conference on Research & Publication, August 24-26, 2018, Clark, Philippines.

Retrieved September 12, 2021. from
https://www.researchgate.net/publication/332222525_Code_Switching_of_English_L
anguage_Teachers_and_Students_in_an_ESL_Classroom

Saraswati, R., & Octavita, A. (2016). A Study of English Code-Switching in Indonesian

Teen Magazine [Ebook]. Retrieved 13 September 2021.

Sert, O. (2005). The Functions of Code Switching in ELT Classrooms [Ebook]. Retrieved
13 September 2021, from http://iteslj.org/Articles/Sert-CodeSwitching.html.

Shafi, S., Kazmi, S., & Asif, R. (2020). Benefits of Code-Switching in Language Learning
Classroom at University of Education Lahore [Ebook]. International Research Journal
of Management, IT & Social Sciences. Retrieved 13 September 2021, from
https://doi.org/10.21744/irjmis.v7n1.842.

Simasiku, L., Kasanda, C., & Smit, T. (2015). Can Code Switching Enhance Learners’
Academic Achievement? [Ebook]. Canadian Center of Science and Education.
Retrieved 9 November 2021, from http://dx.doi.org/10.5539/elt.v8n2p70.

Tarango, J., Machin-Mastromatteo, J. D. (2017), Chapter 3 - The New Profile of

Information Professionals as Scientific Production and Communication Managers:
Identification of Competences, The Role of Information Professionals in the
Knowledge Economy, Chandos Publishing, 2017, Pages 71-101, ISBN
9780128112229, https://doi.org/10.1016/B978-0-12-811222-9.00003-0.
(https://www.sciencedirect.com/science/article/pii/B9780128112229000030)

Teherani A, Martimianakis T, Stenfors-Hayes T, Wadhwa A, & Varpio L (2015).

Choosing a qualitative research approach. J Grad Med Educ. 2015;7:669–70.

Teklesellassie, Y., & Boersma, E. (2018). Attitudes Towards Code-switching in an

English-medium Content Classroom [Ebook]. Retrieved 12 September 2021, from
https://files.eric.ed.gov/fulltext/EJ1191733.pdf.

United Language Group (2021). Linguistic Code-Switching: What it Is and Why it

Happens. Unitedlanguagegroup.com. (2016). Retrieved 9 March 2021, from
https://www.unitedlanguagegroup.com/blog/linguistic-code-switching.

University of Huddersfield. n.d. Themes and codes - University of Huddersfield. [online]

Available at: <https://research.hud.ac.uk/research-subjects/human-health/template-
analysis/technique/themes-and-codes/> [Accessed 18 November 2021].

Wei, L., Dewaele, l., (2015). Attitudes towards code-switching among adult mono- and
multilingual language users. Journal of Multilingual and Multicultural Development,
[online] Available at :<
https://www.tandfonline.com/doi/full/10.1080/01434632.2013.859687?scroll=top&nee
dAccess=true> [Accessed 16 November 2021].

Yeh, A. (2019). Problematizing the Commodification of ESL Teaching in the Philippines:

Mediating Expectations, Norms and Identity(ies) [Ebook]. Retrieved 12 March 2021.
 57

Yletyinen, H (2004). The Functions of Codeswitching in EFL Classroom Discourse.

Unpublished dissertation. University of Jyväskylä.
 58

Appendices
 59

Appendix A
Research Matrix

RESEARCH FINDINGS CONCLUSIONS RECOMMENDATIONS

QUESTIONS
1. What is the All respondents Most of the The future researchers
profile of the were from Grade 7 respondents were may conduct study in
respondents in who participated in male students from language field,
terms of Sex? the study where 4 Grade Seven of particularly in code-
are male ASIATECH switching and
respondents College. incorporate sex as one
(57%), while there of the variables.
are 3 female
respondents
(43%).
2. What are In terms of Students perceived Using code-switching
the perceived grammar, one of that code-switching moderately, English as a
effects of the agreed brought positive Second Language (ESL)
code-switching perceived effects effects to them students may be
to linguistic of code-switching when learning most instructed to have
competence in is that they can of the grammar and weekly group activities
ESL easily vocabulary lessons. that will enhance their
Classrooms as comprehend the In grammar, they learning such as speech
to the students rules of subject- can easily laboratory activities that
in terms of: verb agreement. comprehend the will focus on the use of
They can also rules of subject- preposition, and
2.1 Grammar, compose verb agreement, individual activities such
and; sentences using appropriately use a as worksheets and
appropriate particular type of essay writing. Also,
2.2 conjunctions, as sentence according teachers can use
Vocabulary? well as to purpose, and pedagogical practices in
appropriately use compose teaching vocabulary,
a particular type of sentences using such as incidental and
sentence suitable intentional vocabulary
according to its conjunctions. In teaching and learning,
purpose. These vocabulary, they and semantic mapping,
indicators have a can determine to help students in
weighted mean of antonyms of a vocabulary building.
3.14. However, given term, and use
the students appropriate
disagreed in the idiomatic
use of code- expressions in
switching while communicating.
learning the The students have
identification and difficulty in learning
usage of the use of
prepositions in a prepositions in a
sentence. This sentence and
has a weighted figures of speech
mean of 2.43. that show
contrast.
 60

In addition,
most of the
students agreed
that code-
switching helps
them understand
vocabulary
lessons, such as
determining
antonyms of a
term, and using
and selecting
appropriate
idiomatic
expression in a
communicative
setting. These
indicators have a
weighted mean of
3.14 and 3.00
respectively. On
the other hand,
the students
disagreed in the
use of code-
switching while
learning the
figures of speech
that show
contrast, such as
irony, oxymoron,
and paradox. This
has a weighted
mean of 2.29, and
verbally
interpreted as
‘Disagree’.
3. How do These effects The students Teachers and the
these effects aid the attainment agreed that the administration must be
aid the of linguistic effects can aid their aware that implementing
attainment of competence in a attainment of ‘English-only’ policy
linguistic way that it helps linguistic should be taken into
competence of them gain competence both in consideration, knowing
the students in opportunities for grammar and that the Philippines is a
terms of: learning grammar, vocabulary. The bilingual country, and
and improve their effects aid the since code-switching and
3.1 Grammar ability to construct students’ its effects helps the
grammatically attainment of attainment of students’
3.2 Vocabulary correct sentences. linguistic linguistic competence.
These indicators competence in a
have a weighted way that it helps
 61

mean of 3.00. them gain

Other indicators opportunities for
such as achieving grammar learning,
mastery of and improve their
grammar, creating ability to construct
their own grammatically
understanding of correct sentences.
grammatical rules, In terms of
and recognizes vocabulary, these
grammatical rules effects aid in
correctly have a enhancing their
weighted mean of vocabulary, see
2.86. that learning
vocabulary is easy
In terms of and can achieve
vocabulary, these mastery in
effects aid them in vocabulary
enhancing their learning.
vocabulary. This
indicator has a
weighted mean of
3.43. The
indicators such as
seeing that
learning
vocabulary is easy
and can achieve
mastery in
vocabulary has a
weighted mean of
3.14, while
comprehending
definitions of
vocabulary is
presented and
easily develop my
vocabulary
understanding
have a weighted
mean of 3.00.

4. What role The teacher The use of Current and future

does code- mentioned that code-switching is English teachers may
switching play code-switching helpful to the use code-switching in
in ESL has its role in students as they giving emphasis and to
classrooms? English as a become more have a conducive
Second Language cooperative and learning environment in
Classroom. One of that it builds good English classes. They
which is that the relationships in may also be familiarized
students become their discussion. with the roles of code-
more cooperative, switching and its
 62

the discussion is aspects, such as inter-

engaging to the sentential, intra-
students. Code- sentential, and tag
switching also switching.
helps the students
understand
unfamiliar terms.
5. Is there a Upon There is no Researchers and
significant computation and significant language experts may
relationship verification, r = relationship conduct further research
between the 0.53 and p > 0.05 between the effects and conferences about
perceived which means that of code-switching the use of code-
effects of there is a negative and the profile of switching and how it is
code-switching relationship in the the respondents in related to sex.
and the profile perceived effects terms of sex, and it Furthermore, future
of the of code-switching failed to reject the language researchers
respondents in on the students’ null hypothesis. may conduct a study
terms of sex? linguistic about code-switching
competence and that has a larger sample
their profile in size.
terms of sex.
 63

Appendix B
The Research Matrix on Research Questions and Review of Related Literature

Research Review of Related Literature

Questions

1. What is the Ismail (2015) studied the relationship between code-

profile of the switching and sex in his paper titled “The Sociolinguistic
student Dimensions of Code-Switching between Arabic and English
respondents in by Saudis”. Poplack, as cited by Ismail, studied the Puerto
terms of Sex? Rican speakers of English and Spanish in New York, and that
it resulted in the correlation of code-switching to sex. Females
produced half of the intrasentential switches, while males
produced only a third of this type. On the other hand, there
are some studies cited by Ismail that do not show a direct
correlation between sex and CS. Based on the study of
Ismail, there were no substantial differences between
intersentential and intrasentential switching and the sexes of
the respondents in both single and mixed-sex interactions.
However, they showed a slight partiality in using the Arabic
language in one sentence, and English in the other sentence
- known as intersentential switching. Moreover, Saudi females
overall resorted to substantially more CS into English than
male speakers.

2. What are the In the study by Abdollahi, et al. (2015) titled “The Effect of
effects of code- Intra-sentential, Inter-sentential, and Tag-sentential Switching
switching on Teaching Grammar”, code-switching is commonly used in
to
linguistic bilingual speech and teaching. As cited in the research, Li
competence in
(2000) mentioned that code-switching is a feature of speech
ESL Classrooms of bilinguals and not a sign of deficiency. Furthermore, this
as to the students
study explained the three types of code-switching by Poplack
in terms of: (1980), which are inter-sentential switching - change of codes
between sentences; intra-sentential switching - changing the
2.1 Grammar, language of one sentence or phrase, and; tag switching -
and; inserting a tag from one language to another one.
2.2 Vocabulary? Furthermore, the researchers explained that using the first
language in grammar instruction in ESL or EFL teaching and
learning can make the acquisition of the second/foreign
language easier. The first language is also believed to be
useful in explaining grammar rules.
The study of Abdollahi, et al. concluded that the use of
different types of code-switching can give students an
opportunity for language development and grammar learning,
as it allows the effective transfer of information from the
teacher to the student. Moreover, the researchers suggested
that teachers should use different types of code-switching to
facilitate the learning process.
Meanwhile, the study titled “Teachers’ Code-Switching
in a Content-Focused English as a Second Language (ESL)
 64

Classroom: Patterns and Functions” by Gulzar (2014) stated

that the first language is commonly used in teaching grammar
and vocabulary and managing the classroom. Furthermore,
the study of Gulzar has observed that code-switching is a
useful tool that can help the teachers in emphasizing,
clarifying, and checking the understanding of the students in a
more effective way. The study also supported the idea that
code-switching can be taken as an extra aid to be applied in
ESL classrooms to achieve a certain enhancement in
learning. This phenomenon can be used as an effective
technique or strategy though it may, to some extent, hamper
in achieving communicative competence as it is pointed out
through some responses.

In terms of vocabulary, a study by Namaziandost et al.

(2019) titled “The Impact of Code-switching on Vocabulary
Learning among Iranian Upper-Intermediate EFL Learners”
was reviewed, and it aimed to determine the impact of code-
switching on Iranian EFL (English as a Foreign Language)
learners’ vocabulary learning. The researchers conducted a
vocabulary pretest and a post-test to two groups of students -
where one group was taught with the use of code-switching
(experimental group) while the other group did not (control
group). The researchers led to the conclusion that the
experimental group had better performance and scores than
the control group. Moreover, the researchers cited Sert’s
(2005) statement that it might be proposed that code-
switching in language classrooms is not constantly gainful in
learning a language. A few scientists accept that code-
switching might be considered a helpful procedure in
classroom collaboration if the point is to make the definition
obvious and to move the information to understudies in a
productive manner.

Furthermore, the study titled “Code-switching in

English Language Education: Voices from Vietnam” by
Nguyen et al. (2016) mentioned Hien’s findings (2012) which
were supported by Halliday’s (1994) categorization of
functions of code-switching which are explaining vocabulary,
clarifying grammatical rules, making comparisons between
English and Vietnamese, checking the learners’
comprehension and giving feedback to individuals. Moreover,
this study by Nguyen et al. mentioned that code-switching in
the classroom had been proved to be an important resource
for second/foreign language teachers. Lower proficiency
learners, up until the intermediate level, rely more on pon and
benefit from code-switching in the classroom, however, it is
possibly not as beneficial in the learning progress for students
who wish to advance beyond that stage of proficiency.
 65

3. How do these The study titled “Code-Switching as a Grammar Teaching

effects aid the Strategy in Saudi Arabian EFL Classrooms” conducted by
attainment of Almansour, A. N. (2016), investigated whether code-switching
linguistic is an effective grammar learning strategy in EFL classrooms.
competence of the This research focused on Saudi Arabian female EFL learners
students in terms to find out whether code-switching can help them to more
of: effectively learn grammar. Two university EFL classrooms
3.1 Grammar, were selected for the experiment, in one class, the teacher
and; conducted more CS (in more than 60% of teacher talk), and,
3.2 Vocabulary in another class, the teacher conducted less CS (in around
1% of teacher talk). Based on the results of pre-and post-
tests in these two classrooms, it was found that using CS was
not an effective grammar learning strategy for Saudi Arabian
female EFL learners. Although these results do not support
using CS, an attitude survey conducted among students
found that students do prefer their teachers to code switch
and they also think that they learn more when the teacher
switches code.
On the other hand, Khalizad and Nabifar (2017)
investigated the impact of teacher’s code-switching on the
acquisition of a problematic grammatical structure, namely,
object relative clauses, by intermediate EFL learners in the
study titled “The Effect of Code-Switching on the Acquisition
of Objective Relative Clauses by Iranian EFL learners”
Moreover, this study has a secondary objective to determine
the EFL learners’ attitudes and opinions regarding the
effectiveness of teacher’s code-switching in their learning of a
specific aspect of English grammar, object relative clauses. In
this study, 54 EFL learners from the Jamea Language
Institute in Tabriz were selected and took part in grammar
and attitudes pre-tests and underwent the necessary
instructions. Whereas explicit grammar instruction was used
along with the teacher’s code-switching, in the control group,
explicit grammar instruction was given only in English which
was the medium of instruction. A questionnaire and post-tests
were administered. This study revealed that teacher’s code-
switching was positively effective both on learning
problematic grammatical structure (i.e., object relative
clauses) and learners’ attitudes toward the teacher’s code-
switching.

In attaining the linguistic competence in terms of

vocabulary, Araki, Karolczak, Mazur, Rzepka (2016),
proposed in their study titled “A System for English
Vocabulary Acquisition based on Code-Switching” an
experimental system for computer-assisted English
vocabulary learning in context using a code-switching based
approach for Japanese learners, they introduce the CO-MIX
system, an English vocabulary teaching system that uses
code-switching for vocabulary acquisition. After that, they
 66

show how they utilize incidental learning techniques with

graded readers to increase language proficiency. The authors
also present the system architecture, underlying technologies,
and evaluate the system's performance through user
interaction with both a baseline and the proposed system by
using a semantic differential scale, and they also perform a
separate factor analysis of participants' attitudes for both
systems, an analysis of users' mistakes and compare users'
language tests scores. Results of the experiments showed
that the proposed and baseline systems together with the
analysis of users showed that their method is an effective way
of expanding students’ second language vocabulary. The
high percentage of correct answers, which includes making
successful connections between meanings of words in two
languages and positive comments from the participants
suggest that a system for learning English vocabulary in
context using a code-switching-based approach has the
potential to provide Japanese learners with engaging and
educational learning activities. The participants improved their
vocabulary scores after using the application, which
demonstrates the pedagogical benefits of the CO-MIX
method. The users of the proposed system memorize the
new vocabulary better than those who used the baseline
system.
Moreover, Ong, Zhang (2018) investigated the
efficacy of code switched reading, a high involvement load
task, in raising the lexical retention-retrieval performance of
EFL learners, who were late Chinese-English bilinguals in the
study titled “The effects of Code-switched Reading Tasks on
late-bilingual EFL Learners' Vocabulary Recall, Retention and
Retrieval” In this paper, it reports on a pioneer study in
second language vocabulary acquisition and code-switching
research that Investigated code switched reading as an
effective and efficient L2 vocabulary intervention strategy in
L2 semantic development. The findings in this study showed
that Chinese EFL learners made significant gains in a lexical
retention-retrieval key aspect of vocabulary acquisition,
through the use of code-switched reading tasks. In the
context of vocabulary intervention methods that are generally
time-intensive, code-switched reading tasks can be seen as a
valuable strategy that mitigates the time-consuming nature of
vocabulary intervention measures. Although the results
cannot be extrapolated to learners other than high academic
achievers from China, circumspect speculation is that code-
switched reading could lead to significantly higher lexical
retention based on prevailing theories of second language
vocabulary acquisition. CS reading could be a viable
approach to increase successful lexical retention-retrieval as
a less-intensive intervention in ESL/EFL vocabulary learning.
On the other hand, the study titled “The effects of Instructor
 67

Language Choice on Secondary Language Vocabulary and

Listening Comprehension” conducted by Lee, Levine (2018)
examined the interaction effects between teachers’ choice of
language in lexical explanation and second language (L2)
learners’ proficiency level on the learning of phrasal verbs
and listening comprehension in a meaning-focused listening
activity. Undergraduate L2 learners with two different levels of
proficiency (intermediate and advanced) were assigned to
three different conditions. These conditions included (1) code-
switching, in which teachers briefly switched to learners’ first
language for vocabulary teaching purposes, (2) L2-only, in
which teachers maintained L2 for overall instruction and
vocabulary teaching, and (3) control condition, in which
learners were not instructed target vocabulary. The results in
this study revealed that teachers’ instruction about target
vocabulary brought about more gains in learning of phrasal
verbs, and teachers' use of code-switching benefited
intermediate-level learners most, who were able to gain
similar levels of vocabulary learning and listening
comprehension to advanced learners.

4. What role does This part of the study discusses the role of code-switching in
code-switching ESL Classrooms based on the related studies reviewed by
play in ESL the researchers.
classrooms? Rosario & Narag-Maguddayao (2019) conducted a similar
study where 5 English teachers and 41 Grade 10 students
from a public high school in Cagayan, Philippines were
selected as respondents to determine the perception of
teachers and students toward the practice and use of code-
switching in an ESL classroom. Results were consistent with
the previous study which revealed that from the 3 functions of
teacher CS, classroom management outdid the 2 other
functions, namely: (1) curriculum access; and (2)
interpersonal relation. The teachers showed a positive
attitude towards the practice of CS during their ESL
classroom interaction. Findings further revealed that students
believed CS will strengthen their comprehension of lessons
which will not be hindered by the CS employed by teachers.
Respondents also have position perceptions on CS as one
instructional strategy of learning because it allows effective
communication between students and the teacher naturally
and comfortably and technique in highlighting the significance
of information of complex concepts. Code-switching may also
be considered as a useful technique in classroom interaction,
especially if the goal is to clarify and convey the information to
students efficiently, and as a vehicle for seeking
understanding, effective production of communication which
should be regarded as an effective and transitional language
learning strategy; however, it must be kept to an effective
minimum.
 68

In the study conducted, 28 tertiary level students from the

degree program of Education in a university in Malaysia were
selected as respondents in determining how code-switching is
used as a communicative tool in classroom interaction. The
researchers in this study observed the interaction in the
selected classroom using a framework adapted from Greggio
& Gil (2007) which covered the following aspects: (1) situation
for code-switching; (2) time of code-switching; (3) lecturer’s
language use; (4) students’ language use; (5) reason for
code-switching; and (6) type of code-switching. It was found
that all 3 types of code-switching were used; however, inter-
sentential switching was the most frequent, followed by intra-
sentential switching. The findings in this analysis were almost
consistent with Yletyinen’s (2004) findings that intra-sentential
code-switching was the most employed type to be used in
teaching grammar in EFL classrooms. On the other hand,
inter-sentential code-switching was utilized for providing
explanations, requesting help, or interacting informally. The
respondents in the class mostly code-switched to show
identification with the group because they shared the same
mother tongue. However, code-switching for pragmatic
reasons and addressing a different audience were observed
to rarely occur in the class because not many conversations
involved expressing feelings about a personal issue
(pragmatic reasons) among the students. Additionally, the
close bond that the lecturer has with the students indicated
that code-switching was bound to occur whether the students
were speaking to the lecturer or among themselves. Often,
the type of discussions between the lecturer and student
respondents is informal; hence, there was no difference in
terms of the way they addressed the lecturer and vice versa.
Moreover, findings in this study revealed that half of the
interviewees often code-switched due to lack of register
because of the difficulty to always maintain the use of English
as well as finding appropriate terms and concepts. The other
half, however, stated that code-switching was often employed
due to their mood in emphasizing a point. The majority of the
student respondents strongly supported their teachers’ use of
code-switching due to several reasons: (1) lessons were
easier to understand; (2) the teachers provided more words of
encouragement and better feedback to the students; (3) the
learning atmosphere became more interactive; and (4)
teachers who code-switched were better at negotiating and
bonded more with the students compared to teachers who
didn’t. The researchers of this study concluded that practicing
CS is effective for student learning, and it is encouraged to be
used when teaching students of low proficiency, but it must
not overtake the target language in the classroom.

5. Is there a Wei et.al (2015) stated that female participants and those
 69

significant with the lowest and highest levels of education appreciated

relationship CS most, and participants in their teens and twenties
between the appreciated CS less than older participants. The findings thus
perceived effects show that the attitudes towards CS are linked to personality,
of code-switching language learning history and current linguistic practices, as
and the profile of well as some socio-biographical variables in their study
the respondents in “Attitudes towards code-switching among adult mono- and
terms of sex? multilingual language users”.
Moreover, in the study “Switch it Up: A Survey on Switching
Practices among Junior High School Students of International
School for Better Beginnings in Luceta City Quezon
Provence” by Ramos (2021) investigated junior high school
students’ perception of code-switching as a language pattern.
This study aimed to identify the level of student’s self-
assessment of their English proficiency and their perception
of code-switching when grouped according to sex, grade
level, and academic performances in English subject and
Filipino subject. The analysis of this study revealed that the
students had a high English proficiency level as indicated by
the overall mean of 4.06. This means that they could take part
in conversations on a variety of topics. It was also revealed
that there is significant relationship between the student’s
perceptions of code-switching practices when they group
according to sex, grade level, and academic performance in
English and Filipino Subjects.
 70

Appendix C
Survey Questionnaire
71
72
73
74
75
76
77
 78

Appendix D
Sample Survey Questionnaire
79
80
81
 82

‘’
83
84
85
 86

Appendix E
Letter of Request for Adviser and Certficate of Acceptance

1506 Golden City Subd. Entrance, Dila, Santa Rosa City, Laguna

April 6, 2021

PROF. LAILANE P. LEGACION

Professor, College of Education
Asia Technological School of Science Arts
Dila, City of Santa Rosa, Laguna

Dear Prof. LEGACION:

Warm greetings!

We, the 3rd year BSE-English students, are currently taking ED035 - Language
Education Research. This course aims at developing our skills in applying principles and
approaches in research to find answers to questions in language learning and teaching.

For this to be completed, we are tasked to conduct a research in the field of language
teaching. With the approval of our course specialist, we are pursuing the research titled
“Code-Switching in English as a Second Language (ESL) Classrooms: Its
Implications to Language Learning”.

Your credibility, education, and interest will surely help us in this research endeavor. If
you will accept, we would like to be working with you as our research adviser. For any
questions on this matter, we are willing to assist.

Attached herewith is the Certificate of Acceptance for your signature. We hope that you
will grant us for this request! God bless you!

Respectfully Yours,

PAMELA ANN P. DELA PAZ

EFRAIM P. MONTOYA

KAYE V. OTICO
Researchers

Noted:

Prof. KERR R. ZAMORA, MEM

Course Specialist, ED035- Language Education Research
 87

1506 Golden City Subd. Entrance, Dila, Santa Rosa City, Laguna

CERTIFICATE OF ACCEPTANCE

March 20, 2021

To the Research Committee of College of Education:

This is to certify that I have accepted the request of MS. PAMELA ANN P. DELA PAZ,

MR. EFRAIM P. MONTOYA, and MS. KAYE V. OTICO to be their research adviser. As

their research adviser, I am aware that I shall give them fair guidance in the conduct and

completion of their research. I acknowledge that the paper shall be fully created by the

student-researchers.

I also concede that the course specialist and the research examiners primarily decide on

the approval of the whole paper.

This is upon the request of the aforementioned researchers for any academic purposes

this may serve.

Lailane P. Legacion
Research Adviser
 88

Appendix F
Letter of Request for Conducting Research
 89

Appendix G
Letter for Validation of Survey Questionnaire
90
91
92
93
94
 95

APPENDIX H
Certificate of Statistician

This is to certify that the statistical computations of research prepared by Dela

Paz, Pamela Ann P., Montoya, Efraim P., and Otico, Kaye V. titled “Code-Switching

in English as a Second Language (ESL)Classroom: Its Effects to the Students’

Linguistic Competence” was examined and monitored by the undersigned person.

MR. RUBEN TAGOLE, MAEd

Researchers’ Statistician
 96

APPENDIX I
Certificate of Proofreading

This is to certify that the research prepared by Dela Paz, Pamela Ann P.,

Montoya, Efraim P., and Otico, Kaye V., titled “Code-Switching in English as a

Second Language (ESL) Classroom: Its Effects to the Students’ Linguistic

Competence” was examined and proofread by the undersigned person in accordance

with the basic mechanics and accepted sentence structures in English. That he is

academically and professionally rightful to examine both the substance and the surface

on this paper.

Prof. KERR R. ZAMORA, MEM

Researchers’ Grammarian, Research Teacher
 97

Appendix J
Computation for Pearson R Correlation Between the Perceived Effects of
Code-switching and the Profile of the Respondents in terms of Sex

Weighted Mean Sex (y) XY X2 Y2 Pearson r

per Dimension
(x)

3.08 1 3.08 9.49 1

1.72 1 1.72 2.96 1

3.00 2 6.00 9.00 4 0.53

3.00 2 6.00 9.00 4

10.8 6 16.8 30.45 10

 98

The Profile
of the Researchers
 99

Pamela Ann Natalia Dela Paz

Block 21 Lot 11 Phase 6 Sta Barbara Villas 3,
Barangay Silangan, San Mateo, Rizal
[email protected]

Educational Background
Tertiary Asia Technological School of Science and Arts 2018-present
Golden City Subd., Dila, City of Santa Rosa, Laguna
Bachelor of Secondary Education – English
Secondary Child Formation Center 2012
Zavalla 3, Brgy Tagapo, City of Santa Rosa, Laguna
Primary Child Formation Center 2009
Zavalla 3, Brgy Tagapo, City of Santa Rosa, Laguna

Trainings and Seminars

● Gender Equality for Research of Undergraduate and
Graduate Students October 2, 2021
● Integrating Technological and Productivity Tools in
Accomplishing Course Requirements in Distance
Learning (PAFTE-CAR Students’ Congress) March 5, 2021

Personal Data

Sex: Female
Birthday: September 23,
Age:
Civil Status: Single
Religion: Roman Catholic
 100

Efraim Pascual Montoya

Block 18 Lot 10 Phase 4E, Golden City Subdivision,
Barangay Dila, City of Santa Rosa, Laguna
[email protected]

Educational Background
Tertiary Asia Technological School of Science and Arts 2018-present
Golden City Subd., Dila, City of Santa Rosa, Laguna
Bachelor of Secondary Education – English
Secondary Meridian Educational Institution 2018
Golden City Subd., Dila, City of Santa Rosa, Laguna
Primary Mary’s Ville Academy 2012
Golden City Subd., Dila, City of Santa Rosa, Laguna

Trainings and Seminars

● Virtual Orientation on Unleashing Confidence
for Public Speaking December 9, 2021
● Virtual Orientation on How to Use Google Classroom December 7, 2021
● Selecting and Analyzing Data: An Au corant Strategies
to Research Excellence November 29, 2021
● Gender Equality for Research of Undergraduate and
Graduate Students October 2, 2021
● Integrating Technological and Productivity Tools in
Accomplishing Course Requirements in Distance
Learning (PAFTE-CAR Students’ Congress) March 5, 2021
● Kaadmaan: Angat ang may Alam February 6, 2021
● Industrial Revolution 4.0: Challenges and
Opportunities for Pre-Service Teachers
(PAFTE-4A Pre-Service Teachers’ Congress) September 27, 2019
● Role Call: Campus Journalism Seminar October 11-13, 2018

Personal Data
Sex: Male
Birthday: August 9, 2000
Age: 21
Civil Status: Single
Religion: Roman Catholic
 101

Kaye Villania Otico

Block 97 Lot 43 Phase 2, Golden City Subdivision,
Barangay Dila, City of Santa Rosa, Laguna
[email protected]

Educational Background
Tertiary Asia Technological School of Science and Arts 2018-present
Golden City Subd., Dila, City of Santa Rosa, Laguna
Bachelor of Secondary Education – English
Secondary Burdeos National High School 2018
Burdeos, Quezon
Primary San Rafael Elemntary School 2012
Burdeos, Quezon

Trainings and Seminars

● Virtual Orientation on Unleashing Confidence
for Public Speaking December 9, 2021
● Virtual Orientation on How to Use Google Classroom December 7, 2021
● Selecting and Analyzing Data: An Au corant Strategies
to Research Excellence November 29, 2021
● Gender Equality for Research of Undergraduate and
Graduate Students October 2, 2021
● Educ Summit 2020 March 13, 2020
● Industrial Revolution 4.0: Challenges and
Opportunities for Pre-Service Teachers
(PAFTE-4A Pre-Service Teachers’ Congress) September 27, 2019
● Role Call: Campus Journalism Seminar October 11-13, 2018

Personal Data
Sex: Female
Birthday: July 11, 1999
Age: 22
Civil Status: Single
Religion: Roman Catholic