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

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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

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