Effectiveness of Code-Switching as a Pedagogical Strategy in English Learning

Authors

  • Jaezel Flor N. Castro Graduate School, Polytechnic College of La Union, Agoo, La Union, Philippines

DOI:

https://doi.org/10.63671/ijeir.v2i3.84

Keywords:

Effectiveness, Code-Switching, Learners' Engagement, Performance, Learning

Abstract

This study assessed the Effectiveness of Code-Switching as a Pedagogical Strategy in English Learning in the Public and Private Secondary School of the Division of La Union. The descriptive-evaluative research method was used with the survey-questionnaire as a tool. It involved one hundred (100) Grade 7 learners and eight (8) English teachers.

Code-Switching was perceived by the learners as "very highly effective" and the teachers as "highly effective." Code-Switching is perceived by both learners and teachers to be "highly impactful." Code-Switching as a strategy is perceived by learners to be "very highly engaging" and by teachers as "highly engaging." The challenges encountered were perceived to be "highly serious" by both the learners and English teachers. The suggested measures to address the challenges encountered were perceived to be "highly applicable." There were significant differences between the perception of learners and teachers.

References

Adendorff, R. (2020). Code-switching in classroom practice: A resource for learning and teaching. Journal of Language and Education Studies, 12(3), 45-59.

Algethami, A. (2025). Saudi students' perceptions towards the effectiveness of code-switching in EFL online classes. International Journal of Linguistics and Translation Studies, 6(1), 125-144.

Aquino, A. R. (2022). The use of code-switching and its relationship to the academic performance of Grade 11 students. Southeast Journal of Language Education, 1(1), 14-26.

Bagaoisan, R. (2023). A phenomenological study on the implementation of English-only policy among Grade 10 students. Juan G. Macaraeg National High School Research Journal, 2(1), 15-30.

Domede, A. B. (2023). Code-switching as a teaching strategy in English language classrooms: Exploring students' attitudes and perceptions. Psychology and Education: A Multidisciplinary Journal, 15(4), 285-292.

Ezeh, N. G., Umeh, I. A., & Anyanwu, E. C. (2022). Code switching and code mixing in teaching and learning of English as a second language: Building on knowledge. English Language Teaching, 15(9), 106-115.

Garcia, O., & Johnson, S. I. (2021). Translanguaging and bilingual education: A pedagogy for learning and inclusion. Multilingual Matters.

Gregorio, M. L. (2023). The impact of English-only policy on oral communication skills among English major students. Good Samaritan Colleges Research Journal, 5(1), 60-78.

Jogulu, D. (2024). Lecturers' and students' attitudes toward code-switching in Malaysian universities. International Journal of Humanities, Philosophy and Language, 7(2), 67-82.

Lin. (2024). Research and practice of English classroom teaching in applied undergraduate universities based on code-switching strategies. Bio-Byword Scientific Publishing.

Liwanag, K. T., Reyes, D. A., & Mendoza, J. B. (2022). Effectiveness of the English-only policy among tertiary students: A Pangasinan State University study. PSU Language and Communication Review, 11(3), 99-115.

Nawaz, S. (2023). Code-switching as a pedagogical tool in Pakistani ESL classrooms. Knowledge University Education Journal, 11(1), 88-101.

Olivera, L. C. (2021). Code-switching in English class: A strategy in boosting learners' confidence and engagement. International Journal of Arts, Sciences and Education, 1(1), 15-28.

Pascual, J. R., & Pajarillo, R. M. (2020). English proficiency levels of junior high school students at Systems Plus College Foundation. Asian EFL Journal, 27(4.2), 112-130.

Philippine Business for Social Progress. (2020). Education equity and access report.

Santos, L. M., & Rivera, J. B. (2021). Effects of English immersion on high school students' oral proficiency. Philippine Journal of Educational Measurement, 12(2), 71-84.

Santos, M. A., & Taguibao, C. L. (2021). English proficiency and academic performance of students in the Philippine Science High School system. Philippine Journal of Education, 96(2), 45-58.

Southeast Asian Ministers of Education Organization & UNICEF. (2019). SEA-PLM 2019: Main regional report.

Tan, A. F., & Del Rosario, M. L. (2022). Student-centered approaches in English-only classrooms: Effects on second language acquisition. Southeast Asian Journal of Language Studies, 8(1), 88-103.

Downloads

Published

2026-07-23

Issue

Vol. 2 No. 3: July-September 2026

Section

Articles

License

Copyright (c) 2026 International Journal of Educational Innovations and Research

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Castro, J. F. N. (2026). Effectiveness of Code-Switching as a Pedagogical Strategy in English Learning. International Journal of Educational Innovations and Research, 2(3), 298-312. https://doi.org/10.63671/ijeir.v2i3.84

Similar Articles

11-20 of 42

You may also start an advanced similarity search for this article.