National College of Business and Arts

Cubao and Taytay Branch

Impacts of Code-Switching in Oral Communication Skills of HUMSS Students

Abalos, Ken Carlo B.

Bandala, Daniel M.
Binalla, Giselle L.
Caronongan, Gilann Alesia L.
Inguillo, Tricia Kaye D.
Natividad, Axel M.
Noriega, Mark Christan C.
Nuestro, Kenneth S.
Tubieron, Emieren Florian B.

11-HUMSS Marx
Applied Research: An Introduction to Qualitative Research Methods and Report Writing
Mr. Ricardo De Leon

May 16, 2022

Table of Contents
Chapter 1....................................................................................................................................................... 3
Background of the Study........................................................................................................................... 3
Statement of the Problem ........................................................................................................................ 4
Scope and Delimitation ............................................................................................................................. 5
Significance of the Study ........................................................................................................................... 6
Chapter 2....................................................................................................................................................... 7
Review of Related Literature .................................................................................................................... 7
Review of Related Studies....................................................................................................................... 11
Synthesis: ................................................................................................................................................ 14
Conceptual Framework ............................................................................................................................... 16
Definition of Terms ..................................................................................................................................... 17
Chapter 3..................................................................................................................................................... 18
Methodology........................................................................................................................................... 18
Purpose of the Study............................................................................................................................... 18
Research Design ...................................................................................................................................... 19
Data Collection ........................................................................................................................................ 19
Population Sample .................................................................................................................................. 19
Sampling Technique ................................................................................................................................ 19
Instrumentation ...................................................................................................................................... 20
Data Gathering Procedures..................................................................................................................... 20
References .................................................................................................................................................. 21
 Chapter 1

Background of the Study

Language is vital for linking people in all civilizations because it allows speakers to

increase their knowledge and communicate their thoughts, views, and feelings towards

the society. English, being a worldwide language, provides a communication tool for

people who are bilingual. As a result of the expanding trend of linguistic globalization, this

has become a prevalent phenomenon in today’s globe. Speakers in multilingual societies

across the world routinely transition from one language to another to satisfy

communication objectives. Code-switching refers to the phenomenon of switching

between languages. In multilingual societies across the world, where two or more

languages co-exist, residents routinely move from one language to another to suit

communication demands. This occurrence of alternating between the process of

switching between two languages is known as code-switching. Bilingualism is regarded

as a source of linguistic inventiveness in and of itself.

Tagalog-English, or Taglish, is a common CS variety in the Philippines that is

created by mixing the first syllable of Tagalog with the last syllable of English. Taglish is

a colloquial term denoting the usage of Tagalog, a native language of the Philippines, and

English at the same time. Tagalog has evolved into a number of dialects that are spoken

in various parts of the Philippines, including Laguna, Cavite, Mindoro, Quezon, and Rizal,

to mention a few. Taglish must be distinguished from Filipino-English CS, the version

most typically heard in Metro Manila. Filipino is the national language of the Philippines,

and Filipino-English CS is the dialect most often heard in Metro Manila.

 Researchers in the Philippines have observed the widespread usage of code-

switching in education, which has been shown to improve teaching and learning

outcomes. The majority of learners can describe and clarify their thoughts better in

Taglish than in English. They are more likely to perceive code-switching as more useful

when it comes to learning the lessons quickly, talking with one another effectively, and

positively building one another. (Garcines & Alvarez, 2017) It was demonstrated in the

studies how code-switching can affect students’ speaking and writing skills in both good

and bad ways. Despite the fact that code-switching is seen as an excellent tool for

improving learner’s performance both in and out of the classroom, it is also seen by many

teachers as a result of low comprehension, understanding and fluency of the student

when it comes to speaking both their native language and English language. The majority

of students that employ code-switching frequently lack proper linguistic competence and

language in tones. (Simasiku, 2016)

Many studies have been conducted on code-switching in the Philippines,

specifically the causes and factors as to why students resort to suddenly switching

languages. They have often looked at the causes, but they have not sufficiently explored

the impacts of code-switching with regards to oral communication skills of the students.

Hence, this study sees the opportunity to ascertain the impacts of code-switching to the

oral communication skills of students.

Statement of the Problem

With the given issue, the researchers would look into how code-switching affects

the students’ academic performance. This study focuses on the changes it made on the

routinely behavior of students every oral communication in class. We would like to study
further more into this issue as it is timely and significant nowadays. Since people always

rely on code-switching for them to survive. They do not notice how this slowly changes

their habits and lives.

This study aims to analyze how code-switching impacts oral communication skills

of HUMSS students of NCBA. Specifically, this study aims to answer the following

questions:

1. How does code-switching impact the speaking skills of student-respondents in

terms of diction?

2. How do code-switching impact the speaking skills of student-respondents in terms

of organization?

3. How do code-switching impact the speaking skills of student-respondents in terms

of fluency?

4. How does code-switching impact the listening skills of student-respondents?

Scope and Delimitation

This study will be conducted solely to dig deeper about the basis and impacts of

code-switching in terms of academic performance of the selected Grade 11 students at

National College of Business and Arts – Taytay, Rizal Campus. Our research study will

only focus on the academic performance of Grade 11 students who are most likely to use

code-switching repeatedly. The selected respondents consist of thirty-four (34) Grade 11

students. The factors that we will be evaluating are focused on the listening skills, diction,

organization, and fluency.

Significance of the Study

Code-switching brought an interesting impact on society. It developed the social

interaction of people. This study will significantly contribute to understanding the effects

of code-switching on the Grade 11 students at the National College of Business and Arts

– Taytay, Rizal Campus. Furthermore, this study could be highly beneficial to the

following:

Students. This study may help the students to have a clear and complete idea of

the strengths and weaknesses of code-switching in their lives. This research study can

help them perceive the importance of language in their oral communication skills.

Teachers. This research will assist them in recognizing the concept of students

using code-switching. In addition, this will assist them in providing a friendly, intelligible,

and entertaining dialogue with their students. Furthermore, this study will serve as a

useful reference for delivering knowledge to students, who will then help them in

extending their understanding.

Parents. This study could also help discipline and guide their children who are

switching between languages. They can also think of ways on how they would teach

English using code-switching. Moreover, they can also plainly explain out efficient

strategies to study Filipino and English.

Future Researchers. This study will serve as a preliminary research or basis in

conducting new research about code-switching and its impacts on the students.
 Chapter 2

The literature and research listed in this chapter, both from international and

domestic sources, address the many notions, understandings, and ideas linked to this

topic. This will give appropriate background and assist readers in familiarizing themselves

with knowledge that is relevant to the current research.

Review of Related Literature

Code-Switching and Its Forms Explained

Code-switching refers to an oral communication scenario in which one language

and/or dialect is switched for another language/dialect. Likewise, Chaer and Agustina

(2010) stated that code-switching is the employment of two or more languages by a

participant in the same communication event. Meaning to say, code-switching is a

linguistic material that is composed of two or more languages spoken by speakers in the

same discussion. Thus, everyone is involved, and they must also be fluent in, or at least

comprehend, both languages in use. In addition, the ability to use, replace, and swap two

codes uis referred to as code-switching. (Bullock & Toribio, 2009) In this circumstance,

the speaker is at least proficient in the second language and vice versa, In terms of

grammatical aspect, code-switching is classified into three types. According to Appel &

Muysken (2006), tag-switching, inter-sentential, and intra-sentential are the three types.

Holmes & Wilson (2017) stated that the code-switching that belongs to the units of

independent components contained in a statement or a question is referred to as tag-

switching. Switching is frequently found at the beginning or conclusion of a statement or

question. Tag-switching is also known as emblematic switching because it is merely a

sentence filler or interjection in another language that functions as an ethnic identification

identifier. There are several examples of interjections related to tag swapping. These are

“Wow!”, “Hello!”, “Hi!”, “Bye!”, “Ouch!”, “Oh!”, and so forth. On the other hand, examples

of tag-switching sentence filler include “like”, “you know”, “well”, “actually”, “basically”,

“literally”, and the like. An example of such a case is “My dress is beautiful, hindi ba?”. In

English, “My dress is beautiful, isn’t it?”. In this case, we can observe that tag-switching

occurs near the end of the question.

Inter-sentential code-switch is the second form of code-switching. This sort of

switching is the alternation of two languages in a single discourse, when the switching

happens after a phrase in the first language has been completed and the following

sentence begins with a new language or, on the other hand, indicates that inter-sentential

code-switching happens between a different number of phrases. Inter-sentential code-

switching, in other words, refers to code-mixing that happens between two separate

languages. (Appel & Muysken, 2006) An example of such a case is “That is the beautiful

dress I saw. Quiero comprarlo para mi debut.” In English, “That is the beautiful dress I

saw. I want to buy it for my debut.” In this case, we can observe that inter-sentential

switching happened after a phrase in the first language and the following sentence begins

with a new language, which is Spanish.

The movement from one language to another inside a sentence that involves the

grammatical units of words, phrases, or clauses is referred to as intra-sentential code-

switching. Appel & Muysken (2006) argue that this third type of code-switching happens

within the confines of a phrase or a clause. An example of such a case is “This afternoon,

compré un vestido for myself.” In English, “This afternoon, I bought a dress for myself.”
 Catabay (2016) stated the pros of code-switching to the students. Code-swapping,

according to her, has more positive effects to the students because it assures that

learners will be able to grasp more and learn more. It assists in the formation of a positive

and supportive relationship between students and teachers. Students can explain what

they are saying to avoid misconceptions when communicating with lecturers or peers. In

conclusion, she found that code-switching improves student’s exam performance,

students have a positive attitude toward the use of code-switching as a medium of

instruction or in teaching, English-Filipino code-switching has no negative impact o

students’ first and second languages, but rather aids in the maintenance of both, and

respondents are satisfied when using code-switching as a medium of instruction. On the

other hand, she has demonstrated that code-switching hinders the learning process in

the English medium. Some of students have a negative attitude toward their own use of

code-switching; they believe that code-switching causes them to be less proficient in

English. And that code-switching is a means of allowing low-proficiency students to

communicate, express themselves, and improve their comprehension of the lecture.

Lastly, it was observed that code-switching affects participants’ fluency, or their ability to

speak or write a foreign language fluently, as well as accuracy, or the quality or state of

being correct or precise, when learning the English language.

Code-Mixing and Its Types Explained

The obvious grammatical feature of code-mixing is the combination of two

language systems into a single sentence or phrase. In other words, the obvious feature

of code-mixing is the intra-sentential code switching. This statement corresponds with the
argument by (Appel & Muysken, 2006), who stated that intra-sentential shifts occur in

switching in the middle of a phrase; this is known as code-switching.

Different structural criteria characterize the three forms of code-mixing.

Furthermore, the three forms of code-mixing play various roles in different ways

depending on the bilingual background. Following that, there are three sorts of code-

mixing: insertion, alternation, and congruent lexicalization. Musyken, Diaz, and Muysken

(2000) proposed these types of code-mixing.

Insertion is the first form of code-mixing. The act of adding resources in the form

of both lexical components and constituents of a language into the structure of another

language is referred to as insertion. The situation would be A and B are two distinct

languages, with A serving as the dominant language that molds the phrase and B serving

as the fragments that will be placed into the dominant language or A. Each of A language

and B language must be filled with A language and B language parts. For the sentence

in A language, the ABA pattern may change to AAB or BAA, and for the sentence in B

language, it may change to BAB, BBA, and ABB. An example of this is “Yo anduve in a

mall por una hora.” In English, “I walked in a mall for an hour.” This is derived from the

code-mixing of Spanish and English.

Alternation is the second form of code-mixing. The term “alternation” refers to the

scenario in which the two languages are separated into grammatical structures that can

be lexically represented by the components of either language. This sort of code-mixing

separates the structures of A and B languages. A sentence is formed by combining the

two separate linguistic patterns. Despite the fact that the statement is the product of the

blending of two separate language patterns, the sentence has high semantic clarity. The
sentence of alternation is separated into two distinct linguistic structures. Each structure

might be filled with elements from both languages. The structure of A language contains

components of the A language’s a words, whereas the structure of B language contains

elements of the B language’s b words. An example of this is “Eso está bien and do come

again.” In English, “That is alright and do come again.”

Congruent lexicalization is the third sort of code-mixing. On the syntactic level, the

two languages have linear and structural equivalence during the congruent lexicalization

process. An example would be “Buena, in other words, la dress is comfortable.” In

English, “Good, in other words, the dress is comfortable.” This taken from the mingling of

Spanish and English codes.

Review of Related Studies

Local:

The Philippines is regarded as a cultural and linguistic melting pot. Its residents

converse in over a hundred languages and dialects in both professional and casual

settings. It is evident that Filipinos can use at least two to three languages in a single

utterance, hence switching and combining languages appears to be a “natural”

communicating strategy. In the Philippines, studies on Filipino-English code-switching

show its functions in facilitating students’ learning of content subjects. Attempting to

describe when, under what situations, and by what means, speakers pick the variety to

transmit their meaning in terms of the ‘code-switching paradigm.’ While most people

consider code-switching to be either a skill or language, sociolinguistic study findings

have revealed that fluent bilinguals appear to have the ability to move from one language

to another. (Rodriguez, 2018)

 The authors of “Mother or Adapted Tongue: The Discursive and Pragmatic Impacts

of Code-Switching in Content-Based Learning” stated that the Taglish code-switch has a

higher illocution rate than the English language. Its residents converse in over a hundred

languages and dialects in both professional and casual settings. (Liwanag & Labor, 2016)

On the other hand, based on the results of the students’ survey, it shows that code-

switching is preferred over using just English as a medium of teaching. Even though the

vast majority of the pupils unanimously agree that speaking only one language is helpful

to them, and that code-switching is more effective in learning. Students believe that it

makes the course easier to comprehend, and they are at ease with it because they are

accustomed to it. Furthermore, the clear majority disregarded any uncertainty that might

arise as a result of code-switching in the classroom. Given that many researchers in the

Philippines did research on code-switching, they are more likely to perceive it as more

useful when it comes to learning the lesson quickly, talking with one another effectively,

and positively building one another. (Garcines & Alvarez, 2017)

International:

Management over classroom discourse is important, according to his study,

because there is no room for genuine, spontaneous, and natural connection, learning is

constrained. Students can only learn a language by participating in interactions and

developing relationships with other students. Code-switching had a good influence on

learners’ academic results. He claimed that code-switching increased learners’ English

language learning, as well as teaching and learning English as a second language.

(Domalewska, 2015)
 However, some researchers, such as Simasiku, have claimed that language

should be employed in mixed-language classrooms and that code-switching would inhibit

communication. It is also suggested that learners might use code-switching in their

writing, and that this would lead to poor English proficiency, expression, and mastery of

the spoken and written English language. It is shown in the research that ten of his

respondents recognized various benefits of code-switching in English medium schools,

ranging from improved explanations, increased student topic knowledge, improved

instructor support, and students following out directions are just a few examples. And that

learners would be more actively involved in their learning, comprehend the subject matter

better, and have a better understanding of the challenging concepts, according to the

respondents. Learners would be better able to interpret English topics if they did it in their

native language. It was demonstrated in his study how code-switching can affect students’

speaking and writing skills in good and bad ways. In schools, where a second language

is used as the medium of instruction, code-switching has been shown to be a successful

teaching and learning approach. Despite the fact that code-switching is seen as an

excellent tool for improving learners’ performance both in and out of the classroom, it is

also seen by many teachers as a result of low comprehension, understanding, and

fluency of the student when it comes to speaking both their mother tongue and English

language. It was critical to consider the fact that code-switching may impede students’

English language proficiency while also facilitating the acquisition of subject matter for

other subjects. Code-switching has an impact on students’ English language fluency. The

majority of the students that employ code-switching frequently lack proper linguistic

competence and language in tones. (Simasiku, 2016)

 According to several responses from the research, the majority of learners who

rely on code-switching results in a limited tone of voice and low skill in a particular

language due to a variety of vocabularies. They concluded that this study correlates with

the fact that code-switching cannot help the proficiency level of a learner; instead, it can

hinder the level of proficiency for the learners. However, code-switching is helpful in

understanding subjects other than English. Hence, there has to be a clear difference on

how code-switching helps in the understanding of a language, as opposed to how it

affects English language proficiency among the learners. As a result, they found that

code-switching does not help a learner’s competence level; rather, it hinders the learner’s

proficiency level. Code-switching, on the other hand, is useful for understanding subjects

other than English. As a result, there must be a clear distinction between how code-

switching aids language comprehension and how it affects English language competency

among learners. Therefore, code-switching should be considered a resource for both

content and language learning. (Martine, D. M., 2018)

Synthesis:

Code-switching has been proved to be an effective teaching and learning strategy

in schools where a second language is employed as the medium of instruction. According

to Catabay, code-switching benefits pupils more since it ensures that they will be able to

study more. She discovered that code-switching increases exam performance and that

students had a favorable attitude toward using code-switching as a medium of education.

It has no harmful influence on students’ native or second languages, but rather improves

their retention. (Catabay, 2016) Given that many researchers in the Philippines and

international conducted code-switching study, they are more likely to regard it as more
beneficial when it comes to learning the lesson fast, successfully communicating with one

another, and positively strengthening one another. Despite all of the benefits adopting

code-switching as an oral technique, there are a few drawbacks. Martine said that code-

switching does not help a learner’s competence level; rather, it hinders the learner’s

proficiency level. On the other hand, Martine claims that code-switching aids

comprehension of disciplines other than English. As a result, there must be a clear

distinction between how code-switching aids in language comprehension and how it

impacts English language ability among learners. Switching codes should be seen as a

resource for both content and language acquisition. (Martine D. M., 2018)
 Conceptual Framework

INPUT PROCESS OUTPUT

• Benefits of Code- • Formulating
Switching to Grade 11 questions and
students Impacts of Code-Switching
distribution of
in Oral Communication
• Impact of Code- self-administered
Skills of Grade 11 Students
Switching to Grade 11 questionnaires
at National College of
students in terms of: through Google
Business and Arts – Taytay
- diction Forms
Branch
- fluency • Data Gathering
- organization and Analyzing
- academic
performance
- self-esteem
- sociability
- listening skills

We employed the Input-Process-Output model in our framework to extract the

component or key variable that causes the occurrence under consideration. Our issue

statements are all factor-isolating questions, which is why we employ this model sample.

The study’s input focuses on what researchers want to know. This comprises the

elements that influence the conduct of Grade 11 pupils. The study’s procedure describes

how the researchers will collect the data required for the investigation. The predicted

outcome of the study is included in the study’s output. Furthermore, the study’s findings

include the effect of code-switching on the oral communication abilities of grade 11

students at the National College of Business and Arts – Taytay Branch.

 Definition of Terms

• Alternation – a form of code-mixing that pertains to the scenario in which the two

languages are separated into grammatical structures that can be lexically

represented by the components of either language.

• Code-mixing – combination of two language systems into a single sentence or

phrase

• Code-switching – refers to an oral communication scenario in which one

language and/or dialect is switched for another language/dialect

• Congruent lexicalization – sort of code-mixing in which the swapping happens

every after a word or words

• Diction – language used in the classroom, whether English or Filipino

• Insertion – form of code-mixing; pertains to the act of adding resources in the form

of both lexical components and constituents of a language into the structure of

another language

• Inter-sentential code-switch – form of code-switching; alternation of two

languages in a single discourse; switching happens after a phrase in the first

language has been completed and the following sentence begins with a new

language

• Intra-sentential code-switch – form of code-switching; movement from one

language to another inside a sentence that involves the grammatical units of

words, phrases, or clauses

• Organization – the arrangement of ideas and details in a visible order in a speech

or an ordinary conversation
 • Pattern – technique used in achieving the expression of an idea

• Tag-switching – a form of code-switching that belongs to the units of independent

components contained in a statement or a question

Chapter 3

Methodology

This chapter outlines the technique employed in this study to collect student

impressions and opinions on the issue. It gives information on the individuals who meet

the study’s inclusion criteria. The methodology includes the study’s objective, research

design, and data gathering. The purpose of the study defines the relevance of this article

in this chapter. Following this section is a study design that outlines the methodology’s

kind, nature, and design. Finally, in the chapter’s conclusion, the data collection for this

research is explained. It comprises both the research population and the study

participants. Data collection exposes who, where, when, and how information was

acquired. The data analysis portion is a subset of the data gathering component. The

device utilized for data collection is also detailed, as are the methods followed to carry

out this investigation. The researchers also go through the strategies for analyzing the

data.

Purpose of the Study

The researchers hope that by conducting this research, they will be able to

evaluate the impacts and results of code-switching in their oral communication.

Research Design

The research used a qualitative approach to gather information about “Impacts of

Code-Switching in Oral Communication Skills of HUMSS Students.” This study applied

this research design to gather information about code-switching techniques and to

describe the existing phenomena regarding the impacts of code-switching in oral

communication skills of HUMSS students using the survey method. With this, the

researchers can identify frequencies, insights, or opinions from the respondents which

can help the researchers to reach results attending to its specific research questions. A

survey was used to obtain all of the information for this research.

Data Collection

The researchers supplied an informed consent form in order o get permission to

perform the study, as well as a request to acquire some of the respondent’s information.

Due to the COVID-19 pandemic, researchers are unable to conduct face-to-face

interviews with their respondents; thus, we will conduct interviews with them via Google

Meet.

Population Sample

The researchers’ chosen group where the data will be collected are the students

from grade 11 HUMSS A at National College of Business and Arts Taytay Campus.

Therefore, the researchers will use a purposive sampling strategy regarding the

participant’s availability.

Sampling Technique

Probability and non-probability sampling are the two types of sampling techniques.

In this research, we are using a purposive sampling method that is under non-probability
sampling. Therefore, we can find out the results on behalf of the available population

sample.

Instrumentation

The main tool for data collection will be a standardized survey questionnaire. We

will be able to quickly ask respondents utilizing the interview guide questions and conduct

a survey using Google Forms by just giving or providing a link to the respondents for them

to answer the survey. The researcher determined that there were sufficient items to

gather data on all areas of the problem and to answer all of the particular questions posed

in the problem statement. The questionnaire was then finished when the researcher

submitted it to the consultant for modification.

Data Gathering Procedures

The purpose of this study is to see how code-switching affects the oral

communication of students from grade 11 HUMSS A. The interview guide questions had

to be answered by the respondents. The results will be transcribed after the online

interview. It will be interpreted by the researchers once the respondents certified their

answers.
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