Code Switching - Humss 1

Educational Systems Technological Institute
Murallon, Boac, Marinduque Page | i

SENIOR HIGH SCHOOL DEPARTMENT
FACTORS CAUSING GRADE 12 HUMANITIES AND SOCIAL SCIENCES

STUDENTS TO CODE SWITCH IN AN ENGLISH AS SECOND
LANGUAGE CLASSROOM AT EDUCATIONAL SYSTEMS
TECHNOLOGICAL INSTITUTE
_____________________________________________________
A Research Report Presented to the
Senior High School Department
_____________________________________________________
In Partial Fulfillment
Of the Requirements for the subject
Inquiries, Investigation & Immersion
by:
ASPREC, JOHN PAUL CRIS M.
AYTONA, JHON JUSTIN P.
CURAMENG, ERAIZA G.
LUBRIN, JAN CRISTIAN Z.
MADRIGAL, ANGELO A.
MAGBANUA, JOHN LEONARD M.
SOL, MARK DANHILL P.
VILLAR, LADY JANE S.
July 2023
Murallon, Boac, Marinduque Page | ii
APPROVAL SHEET
This research entitled “FACTORS CAUSING GRADE 12 HUMANITIES

AND SOCIAL SCIENCES STUDENTS TO CODE SWITCH IN ENGLISH
AS SECOND LANGUAGE CLASSROOM AT EDUCATIONAL SYSTEMS
TECHNOLOGICAL INSTITUTE “prepared and submitted by Eraiza G.
Curameng, Mark Danhill P. Sol, John Paul Cris M. Asprec, Jhon Justin P.
Aytona, Angelo A. Madrigal, John Leonard M. Magbanua, Jan Cristian Z.
Lubrin, Lady Jane S. Villar in partial fulfillment of the requirements in the
subject Inquiries, Investigation and Immersion, has been examined and is
recommended for acceptance and approval for ORAL EXAMINATION.
Ms. Alexandria T. Constantino
Teacher
PANEL OF EXAMINERS
Approved by the committee on Oral Examination with a grade of ___
MRS. JENNIFER R. MOLBOG

Chairman
MS. JULIE ANN ORACION MRS. CHRISTINE R. TAWID

Member Member
Accepted and Approved in partial fulfillment of the requirements in

the subject Inquiries, Investigation and Immersion.
Murallon, Boac, Marinduque Page | iii
ACKNOWLEDGEMENT
We would like to express our most profound appreciation to

those individuals who made a difference in the completion of this
study. Also, we would like to express our sincerest gratitude and
appreciation towards these individuals who were with us from the
start of our journey and to those individuals who lent their
assistance to make this research possible.
First and foremost, we would like to give thanks to the Lord,

our almighty God, for the knowledge, intelligence, boldness, and
strength to wrap up this research study. Also, thank you for giving
the course this opportunity and involvement that gave us so much
to learn, and we thank you for the guidance all the way through the
end.
Second, we, the researchers, would like to extend our

gratitude and heartfelt obligation toward all the people who have
helped in this study. Without her active guidance, outmost help,
cooperation, and encouragement, the researchers wouldn't have
come this far. The researchers would like to express their extreme
gratitude to the research adviser, Ms. Alexandria Constantino, for
sharing her knowledge, guidance, and support for the completion of
this study. And how to execute this study, guiding the researchers
until they finish the research.
Murallon, Boac, Marinduque Page | iv
Third, to our research panelists, the researchers want to

express our deepest appreciation for screaming, questioning, and
sharing facts regarding our research that expand our knowledge.
Finally, a million thanks to our parents for their deep

consideration for the finances and undying support throughout the
making of the research study. As well as for their words of
encouragement on all those nights that we’ve spent making the
research study.
J. P. A
J. J. A
E. G. C
J. C. L
A. A. M
J. L. M
M. D. S
L. J. V
Murallon, Boac, Marinduque Page | v
DEDICATION
This research is dedicated to our parents who have never failed to

give us financial and moral support, for giving all our needs during the
time we developed our research project and for teaching us that even the
largest task can be accomplished if it is done one step at a time.
This research is dedicated to our Research teacher, Ms. Alexandria

Constantino without her continuous support and counsel we could not
have completed this process.
We dedicate this output to all researchers who work so hard just to

provide the quality of a research. We look up and dedicated this whole
study to our Almighty God who gave the strength, knowledge, wisdom,
protection, and will to continue and keep positive to finish this research.
K. P. A
J. J. A
F. G. C
K. C. L
B. A. M
K. L. M
L. D. S
L. J. V
Murallon, Boac, Marinduque Page | vi
ABSTRACT
Title: “Factors Causing Grade 12 Humanities And Social Sciences

Students To Code Switch In An English As Second Language
Classroom At Educational Systems Technological Institute”
Researchers: Eraiza G. Curameng

Mark Danhill P. Sol
John Paul Cris M. Asprec
Jhon Justin P. Aytona
Angelo A. Madrigal
John Leonard M. Magbanua
Jan Cristian Z. Lubrin
Lady Jane S. Villar
Research Teacher: Ms. Alexandria T. Constantino
Subject: Inquiries, Investigation and Immersion
School: Educational Systems Technological Institute
Strand: Humanities and Social Sciences
Year: 2023
Learning the English language is an indispensable component of the

educational landscape. The Philippines, being a culturally and linguistically
diverse country, deems the acquisition of a second language challenging.
With the structure of language complexities in a linguistically rich country,
English language learning faces a multitude of difficulties as well. With
this, the current study aimed to know the factors causing Grade 12
Humanities and Social Sciences students to use code switching in an
English Language Classroom. The researchers gathered data from a total
of thirty (30) respondents that were equally distributed among the
different sections of Grade 12 HUMSS at Educational Systems
Technological Institute and were obtained using convenience sampling.
Murallon, Boac, Marinduque Page | vii
The data was collected using survey questionnaires. Different statistical

tools were utilized in analyzing the data obtained, such as frequency
distribution and weighted mean.
Based on the study’s findings, it was concluded that many students
are using code switching in their lives between the ages of seventeen and
eighteen, with a dominant male population. Also, it showed that the
majority of students frequently use code switching in their academic
journey. Code switching was perceived by the students as a big
contributor to their academic success, and code switching is a strategy for
the learning process as it helps them follow the lesson better when they
code switch. Moreover, the findings also concluded that the students’ code
switch for expressive functions revealed that code switching is very
beneficial in their everyday lives as it helps them express themselves
comfortably and avoid misunderstanding. Therefore, the hypothesis of the
study that there are no significant factors causing Grade 12 Humanities
and Social Sciences students to code switch in an English as a Second
Language Classroom was rejected.
The following recommendations are offered in reflection on the
conclusion drawn from the findings: that the teachers need to consider
that code switching is not being ignored; instead, adaptation of the
methods or techniques should be manifested, especially in an English
Foreign Language Discourse Classroom. This study recommends that a
related or similar study be carried out to get adequate information on
classroom interactions by using intensive classroom observations to
further examine the language usage of the different languages during the
classroom discourses.
Murallon, Boac, Marinduque Page | viii
TABLE OF CONTENTS
Preliminary Pages Pages
TITLE PAGE.....................................................................i
APPROVAL SHEET............................................................ii
ACKNOWLEDGEMENT.......................................................iii
DEDICATION...................................................................v
ABSTRACT.......................................................................vi
TABLE OF CONTENTS.......................................................viii
Chapter 1: THE PROBLEM AND ITS BACKGROUND

Introduction................................................................1
Theoretical Framework………………………………………………………….3
Conceptual Framework………………………………………………………….6
Statement of the Problem.............................................8
Hypothesis..................................................................9
Scope and Delimitation .............................................9
Significance of the Study...............................................10
Definition of Terms......................................................11
Review of Related Literature and Studies........................12
Synthesis...................................................................24
Murallon, Boac, Marinduque Page | ix
Chapter 2: METHODOLOGY
Research Design..........................................................26
Research Locale..........................................................27
Sampling Procedure.....................................................28
Research Instrument....................................................28
Data Gathering Technique.............................................30
Statistical Treatment of Data.........................................31
Chapter 3: PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
Presentation, Analysis and Interpretation of Data………………33
Chapter 4: SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings...................................................47
Conclusions................................................................49
Recommendations.......................................................51
References.................................................................53
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APPENDICES
Appendix A Letter to the Panelists……….…………………………….57
Appendix B Letter to the Respondents………………………………60
Appendix C Normative Survey Questionnaire……………………61
Appendix D Curriculum Vitae…………………………………………....66
Appendix E Editor’s Recommendation……………………………….82
Appendix F Documentation………………………………………………..83
Murallon, Boac, Marinduque Page | 1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Learning the English language is an indispensable component

of the educational landscape. The Philippines, being a culturally and
linguistically diverse country, deems the acquisition of second
language challenging. With the structure of language complexities in
a linguistically rich country, English language learning faces a
multitude of difficulties as well.
A common characteristic of bilingual speakers is that since

they are competent in more than one language, they can change
the language that they are using whenever required, and for any
kind of purposes. Due to learning a new language, language
learners as well as bilingual speakers commonly tent to sue code -
switching in their language for variety causes and purposes.
However, it is not yet clear to the linguist and language teachers,
when and why language learners and bilingual people use this
ability. This phenomenon happens in all languages. The term used
to describe such occurrences is referred to as Code Switching
(Bentahlia & Davies, 1992).
According to Thompson (2003) and Bautista (2004), "one of

the main reasons why many Filipinos are comfortable in code
switching between Filipino and English, because they had been born
and raised in a community where both of these languages are
mostly used everywhere as a media of communicate." It is also the

reason why many students using code switching in school because
they have been using it since they were young. When the student
reciting in the class there's a tendency that he/she would use code
switching to explain his/her answer because she's comfortable with
it, that's why many teachers used to translate English language to
Filipino so that students can clearly understand the topic, same way
in unfamiliar Filipino words for the students to understand.
Indeed it is a fact that language is manner that is very

important toward communication among people and a facility to
build interacts in our society. The use of code switching has been
debated for many years and it is a common phenomenon among the
bilinguals and multilingual users. We are also bilingual individuals of
this society and we frequently confront with this situation when the
students switch or mix their code according to the circumstances.
Bilingual or multilingual students do this often; sometimes they do it
consciously and unconsciously. We, the researchers became curious
about the actual reasons of the students to use code switching, or
the most commonly used factors why they code switch in an English
as a Second Language Classroom. Being a Humanities and Social
Sciences student, the researchers were also motivated to address
these issue and how can code switching helps the students develop
their communication and language skills and learn more.
Hence, the purpose of this quantitative study is to identify the

factors that cause Grade 12 Humanities and Social Sciences
students at the Educational Systems Technological Institute in the
academic year 2022-2023 to code switch in an ESL classroom.

Additionally, we seek to determine the frequency of students' code
switching and examine their perceptions regarding code switching
practices in this educational setting.
Theoretical Framework
Conversational Code Switching (CCS) Model proposed by Peter

Auer in the late 1990s, the CCS model focuses on the interactional
aspects of code switching. It suggests that code switching serves
different interactional functions, such as signaling group identity,
marking solidarity, or highlighting specific speech acts. Code
switching is seen as a resourceful communicative tool that
participants use to negotiate and shape social meanings in
conversational contexts.
In 1993, Myers-Scotton created the Matrix Language Frame

model theory of code switching. According to the model, one
language serves as the dominant language, also known as the
matrix language, and the other as the subordinate, also known as
the embedded language, during code switching.
The idea behind the MLF model is influenced by psycholinguistic

theories. The three (3) Base language and guest language
differential activation (Grosjean, 1988; cited in Myers-Scotton,
1993), the different retrieval strategies used by Garret's closed class
items and open items Lemmas in the mental lexicon linkage and the
speech mistake study (1975; cited in Myers-Scotton, 1993), and the
importance of both grammar and conceptual information in Levelt's

language production paradigm are the most significant. (1989 cited)
(1993, Myers-Scotton).
Gumperz (1982) refers to code-switching as an additional

resource through which a variety of social and rhetorical meanings
are articulated rather than as a phenomena caused by the speaker's
linguistic weakness in one of his or her languages. He pointed out
that switching between languages serves both pragmatic and
expressive purposes. He added that non-linguistic elements of the
speech context, such as the speakers' social relationships, social
roles, conversational style, the nature of any foreign exchange, the
topic, occasion, and audience, could influence the choice of codes.
In addition to these elements, Bentahila, Davies, and Owens (2013)
pointed out that all of the languages used in the switching should be
a regular component of the community's oral communicative
repertoire.
Communication Accommodation Theory (CAT) proposed by

Howard Giles in 1973, CAT suggests that individuals adjust their
language and communication styles to accommodate and adapt to
the social context and the interlocutor. Code switching can be seen
as a strategic accommodation strategy to establish rapport, show
solidarity, or express identity within a specific speech community.
These theories, developed at different times, provide valuable

insights into the motivations, functions, and social dynamics of code
switching.
CONCEPTUAL FRAMEWORK
The diagram of the study presented in Figure 1 visually explains

conceptual background of this study.
INPUT PROCESS OUTPUT
I. Demographic
Profile of the
Respondents  Data Gathering Language
through survey Learning
 Age questionnaire
Strategies: the
 Gender  Presentation research findings of
and analysis of
II. How frequent this study could
Data
the students’ use provide practical
of code switching  Interpretation
implications for
of results
III. Factors of code language education
switching
in ESL classrooms.
 Poetic
 Directive
 Referential
 Expressive
IV. Perceptions of
the students
towards code
switching in ESL
Classroom
Figure 1. Research Paradigm of the Study
The figure above represents the study's general outline, which

is divided into three sections: input, process, and output. The input
reflects data obtained from external sources that contains the
demographic profile of the respondents, how frequent the students’
use of code switching is, factors of code switching, and, as well as,
the perceptions of the students towards code switching practices in
an ESL Classroom. The process section contains the tools and
procedures used to collect data. The distribution of survey
questionnaires, the analysis of the data, and the interpretation of
the results subsequently, the output of this study will be the
Language Learning Strategies. The research findings of this study
could have practical implications for language education in English
as Second Language classrooms.
Statement of the Problem
Main Problem: The purpose of this quantitative study is to know

the factors causing Grade 12 HUMSS students to use code switching
in an English as a Second Language Classroom at Educational
Systems Technological Institute in the school year 2022-22023.
Specific Problem: It is directed towards answering the following

question:
1. What is the demographic profile of the respondents in terms

of the following variables?
2. Gender
3. Age
4. How frequent is the students’ use of code switching?
5. What are the perceptions of the students towards code

switching practices?
6. What are the factors causing Grade 12 Humanities and Social

Sciences students to use code switching in terms of
o Poetic Functions
o Directive Functions
o Referential Functions
o Expressive Functions
Hypothesis
The null hypothesis of the study is:
There are no significant factors causing Grade 12 Humanities and

Social Sciences students to use code switching in English as a
Second Language classroom.

Scope and Delimitation
The purpose of this research study is to determine what

factors cause students to use code switching in an ESL classroom
and how frequent the students’ use of code switching is in English
as a Second Language classroom. The total number of respondents
is thirty (30) students from different sections of Grade 12
Humanities and Social Sciences at the Educational Systems
Technological Institute (ESTI).
However, the researchers will not include the external

variables of the study, such as students at Grade 11 and below,
other strands, other languages, and the effects of code switching.
The researchers will conduct a survey by answering the questions.
Significance of the Study
The researchers anticipate that the findings of the study will

be beneficial to students, teachers, school administrators, and
future researchers.
The Students.
Through this research, students will gain knowledge and

become aware of their errors so that they may take the necessary
steps to correct them themselves and improve their writing,
speaking, and communication skills.
The Teachers.
This research seeks to identify solutions for the frequent code

switching among students during English class discussions. It aims
to help educators plan targeted enrichment activities and address
challenges in second language learning, enhancing students'
communication skills and creating a more conducive learning
environment.
The School administration
This research could adequately plan the kind of English

curriculum to be adopted to improve the students’ second language
acquisition.
The Future researchers
This study may open another problem that may catch the
attention of future researchers about this or be somehow related to
this particular topic. They can use it as a basis for the research that
they will do sometime in the near future.
Definition of Terms
To enhance comprehension of the study, the following terms are

operationally defined:
Bilingual. Refers to students who possess the ability to speak

and understand two languages.
Code Switching. Describes the practice of using two or more

languages within a single statement.
Complexities. Pertains to the factors involved in a complicated

process or situation.
Directive Function. In the context of this study, it represents

one of the factors that lead students to code switch. It refers to the
use of language to elicit or prevent overt action, or to persuade
someone to do something.
ESL (English as a Second Language). Refers to the teaching

of English to students who speak a different language as their
primary language.
Expressive Function One of the factors that contribute to

students' code switching, it denotes the expression of the student's
feelings.
L1 (First Language). The language that the respondent

identifies or recalls as their initial language, which they understand
to the extent of being able to hold a conversation.
Poetic Function. A function of language that aims to evoke an

aesthetic sensation of beauty, pleasure, or grace.
Referential Function. One of the functions of language through

which objective information is transmitted.
Review of Related Literature and Studies
The paramount importance on why research on code switching

continues to be delved into is its function and effect to the users.
Teachers and students have their own individual reasons as to why
they are motivated to switch to another language during discourse.
For teachers, code switching is used as a means of asking,
responding and clarifying students’ questions and clarifications. As a
result, classroom environment became more appealing for students.
Students’ level of anxiety was lessened and learning became more
meaningful as opposed to a rigid practice of the English Only Policy.
(Garcines & Alvarez 2017).
Related Literature
Code switching
“ Code switching as the incorporation of lexical elements from one

language in the lexicon of another language”. Which means the
mixing of words of two particular languages helps to deliver a
complete thought. The study purposely show the meaning behind
the word code switching which tells its function and usage why
people use this kind of language behaviour. (Van Dulm, 2015).
The Code-Switching is the use of two or more languages in one

statement or word. Code-Switching is one of the easiest way on
expressing one's explanations and self-opinions to others. It uses
two languages in a discourse. One of the best example of Code-
Switching is Taglish, a combination of Tagalog-English Language.
Tagalog-English Code-Switching (TECS) has an increasingly
substantial presence in all socioeconomic classes in the Philippines,
(Labitigan, p.7 1.2.3). It was said that the existence of Code-
Switching in the Philippine classes were expanding or growing, it
mostly happens in urban classes. This can lead as a reference for
the researchers to get to know more the code-switching. (Labitigan,
2013).
Code-switching is the alternating use of two or more

languages in teaching and learning for easy acquisition of
knowledge by learners. Code-switching has positive effects on
learners and teachers (Ahmad, 2009; Promnath, 2016).
Researchers like Ibrahim (2013), Promnath (2016). The school
location has certain effects on how a learner learns English.
Learners who are in rural areas are negatively affected than those
who are in towns (Simasiku, 2015).
The impacts of code-switching on English learning and teaching
Research conducted by Promnath and Tayjasa (2016), showed

that code-switching was beneficial for the students’ understanding.
During learning, code-switching saved time and made students feel
more confident and comfortable. The use of code-switching helps

students with lower performance to be able to follow the lessons
better than using English only. It reduced students’ stress by not
worrying about what to say because they could switch to Thai when
they didn’t have an idea of how to say it in English. In addition,
switching to Thai helped to effectively manage classrooms and
incorporate morality and ethics.
According to Domalewska (2015), When Code-switching is
used, it is based on the processes of assimilation, accommodation,
developing meaningful cognitive sets (i.e,. forming logical
connection and organization in the material), and using advanced
organizers (i.e. ,general concepts that help the learner to organize
and understand new material).Meaningful learning allows the
information to be retained for a longer period of time; the
information may be retrieved faster; furthermore, the student’s
cognitive structure is developed (p. 7).
Simasiku (2015), observed that the use of mother tongue in
English medium classrooms was not only for classroom
management, but for language analysis, presenting rules that
governed grammar, discussing cross-cultural issues, giving
instructions or prompts, explaining errors, and checking for
comprehension. He conceded code-switching as a resource, which
helps learners to understand and comprehend their lessons, which
improves their performance during examinations. It is also a tool
that increases learner participation in the classroom, which in turn is
a necessary prerequisite for academic achievement and cognitive
development.
Learners and teachers’ perception towards code-switching
When interviewed by Promnath (2016), teachers suggested that

code-switching was not supposed to be carried out word by word;
rather, switching should be done inter-sententially or intra-
sententially. They advised that code-switching word by word is
time-consuming, so both teachers agreed that the switching to Thai
should be done for the emphasis of some important messages or
difficult content in order for the students to understand. They added
that switching to make a conclusion for each lesson can help
students recall what they have just learnt, and this can also help
them realize what they missed the lesson.
One teacher who was interviewed during this study said that
code-switching is appropriate when used for socializing and
organizing the class. According to her, speaking English only
sometimes could not get the students’ attention, but they showed to
pay more attention when the teacher spoke Thai. Teachers showed
positive attitudes towards code-switching. They believed that
moderate code-switching is tolerable as long as the switches do not
interfere with the essential processes of the learning itself (Ibrahim,
2013).
“Code switching can clarify our message during the course of

conversation”. It showed that code-switching can avoid ambiguity to
the discourse which is easily understood by the person that you are
talking to (Niazi, 2015). Students use code switching as a strategy
to communicate better, by using the Filipino and English language,

students can use code switching as a strategy to communicate to
others for better understanding.
Code Switching with focus on its Pedagogical Implications
Having been aware of the pervasiveness of code switching in a

learning environment, as manifested by its relationship to pragmatic
functions used by both learners and teachers, researchers turned to
another function of language switching that directly falls on
pedagogy, that is, code switching as a teaching strategy. Whether it
was used consciously or unconsciously by instructors, researchers
were able to glean certain pedagogical functions that surfaced due
to code switching.
It is a universal truth that teachers, or anyone, practice an idea

without knowing its label. Such is the case with Ruiz’s (2014)
respondents in her investigation on code switching as a tool in the
classroom to facilitate learning. Her findings revealed that Hispanic
teacher respondents were well aware of switching from Spanish to
English (vice versa) but that deeper knowledge and understanding
on the nature and effect of code switching to students is an area
that still needs improvement. Still, she was able to identify that
teachers code switch to Spanish to help students with different
reading levels in understanding reading texts (Ruiz 2014, p. 15).
As a precautionary advice, Modupeola reminded educators to use

code switching accordingly and that its use should be lessened when
students’ level of proficiency has improved in order to promote the
practice and use of the target language.
Malik in 2014 investigated 200 low English proficient learners in
one university at Pakistan. Using a quantitative research design,
Malik was able to confirm his hypothesis that the use of code
switching has a positive effect on learners’ second language
acquisition. Students’ improvement was then traced to teachers’
switching between codes when a. explaining metalinguistic rules, b.
setting a non-threatening classroom environment and helping
students learn a new vocabulary.
In another literature, Dente et.al (2016) ventured in a descriptive

study between two grade 6 sections during an English class. The
sections were taught differently from the other. One section was
taught using English solely as the medium of instruction, or
otherwise known as English Only Policy (EOP) while the other was
taught with code switching (Filipino-English and vice versa). The
results garnered by Dente and her team were that students taught
using code switching were more participative as compared to the
other students who felt anxious in expressing themselves in the
target language. On top of this, teachers adopted switching to the
students’ mother tongue to empower comprehension in and
facilitate second language development (Dente et.al, 2016 p. 247).
The influence of society on code-switching
Some teachers said that school location had a great influence on

learners’ class participation. They explained that learners who stay
in towns are exposed to English at an early age and this enhanced
their participation in English only medium classrooms compared to
learners in rural schools. (Simasiku, 2015).
The role of culture and social interactions are imperative to

cognitive development. According to Vygotsky's theory, both
informal and formal conversations and education that parents give
their children play a major role in how children interpret the world.
He further argued that complex mental processes begin as social
activities. As children develop, they gradually internalize processes
they use in social contexts and begin to use them independently.
This internalization process allows children to transform ideas and
processes to make them uniquely their own. Returning to our
example, the child and father are simply reading a book, but this
social activity is transforming the way the child perceives modes of
transportation. She will begin to classify these items herself when
she sees cars, trucks and boats in real-life settings.
Vygotsky believed that adults in a society foster children's

cognitive development in an intentional and systematic manner by
engaging them in challenging and meaningful activities. Social
interaction plays a fundamental role in the process of cognitive
development. In contrast to Jean Piaget’s understanding of child

development (in which development necessarily precedes learning),
Vygotsky (2014) felt social learning precedes development; he
stated that every function in the child’s cultural development
appears twice: first, on the social level, and later, on the individual
level; first, between people - inter-psychological and then inside the
child - intra-psychological (Vygotsky, 2014).
Code-switching Functions for Learners
Comparable to the case of educators’ code-switching, students

may unconsciously resort to code-switching to serve particular
functions. Conflict control, floor holding, reiteration, and equivalence
are functions of code-switching (Sert, 2005; Bilgin & Rahimi, 2013).
First, conflict control is utilized by bilinguals to minimize
misunderstandings that occur when the precise meaning of the lexis
is unknown in the communication. The underlying motives behind
using this strategy vary in accordance with students’ intentions,
purposes or needs. The second function to be introduced is floor-
holding. Bilingual students use the floor holding technique to avoid
any stopgap with the appropriate target language structure. The
third consideration in students’ code-switching is reiteration
strategy, which is commonly used for emphasizing, reinforcing and
clarifying messages systematically as native language speakers
make use of a repetition technique in native tongue due to their
inability to transfer the exact meaning in the target language.
Equivalence is the last function of code-switching in which bilingual
speakers utilize second language lexical terms in the target
language and code-switching to the native tongue to overcome

target language deficiency problems. It allows them to communicate
continuously by bridging the gaps that result from foreign language
incompetence.
RELATED STUDIES
Foreign Studies
As a result of a study by Fricke and Kootstra (2016). They report

from their analysis of the Bangor Miami data that “a strong and
reliable association was found between the matrix language of a
given code switched utterance (indexed by the language of its finite
verb) and the matrix language of the utterance that immediately
preceded it”. In other words, they consider that using a particular
matrix language in one utterance will increase the likelihood of the
same matrix language being used in the next utterance. They
suggest that this result “supports the psycholinguistics validity of
the MLF model” (Fricke and Kootstra 2016, p. 185).
Nordin et al. (2013) studied the attitudes of forty-five diploma

students in their second semester of study towards code-switching
by conducting a questionnaire survey in the Faculty of Applied
Sciences, University Teknologi MARA Pahang, Malaysia. The
collected data were analyzed by using both descriptive statistics for
the scores of (mean, standard deviation, frequency, and
percentage) and inferential statistics for correlation measures. The
results suggested that the majority of bilingual students have
positive attitudes towards switching codes in their conversations as

it assists them to acquire the second language. It is advisable to
examine the educators’ attitudes toward the occurrence of code-
switching in classrooms.
Bilgin and Rahimi (2013) attempted to examine functions,

manner, reasons, and contributions of CS from the point of view of
the twenty EFL teachers, divided into 5 males and 15 females, in
two Turkish universities, namely Bahcesehir University, and Halic
University. The academics were American, Belarus, British,
Canadian, Iranian, and Turkish with approximately ten-year
teaching experiences. Individual semi-structured interviews were
utilized and structured around style, reasons, functions, and
contributions of code-switching that permitted academics to disclose
their views of the given code-switching aspects. Findings exhibited
that instructors at Haliç University had a strong preference towards
code-switching. Besides, the consideration of code-switching as a
facilitator fosters students’ comprehension of instructions and
vocabulary, and it raises involvement of students within a relaxing
learning environment offered by the mother tongue.
Another study conducted by Cooper (2013) examined the

perceptions of ten proficient bilingual English-Spanish speakers,
aging between 21 and 39, towards resorting to CS in popular music
upon listeners in the Inland Northwest. The researcher conducted
interviews through snowball sampling method. Results showed an
alteration from the outdated attitudes towards a more contemporary
understanding of code-switching among Spanish-English speakers.
Participants are in favor of Spanish which contradicts any other

presumed intrinsic significance of English learning. Furthermore, it
has been noticed that the legitimization procedure, in which code-
switching has been used, was experienced in contemporary music.
Besides, Johansson (2014) attempted to study the time and

reason that made educators switch languages while teaching English
in an upper secondary school in Sweden. The study also attempted
to find out the preferred language teaching in various classroom
settings by both educators and students. The researcher
interviewed five experienced teachers at different upper secondary
schools. Questionnaires were also conducted with 42 male and 54
female students. Results indicated that the educators generally were
not in favor of CS. Results also revealed that most of the learners
tended to switch between Swedish and English. On the other side,
87% of the learners sought after their teachers to make them speak
English more than Swedish.
In addition, Dewaele and Wei (2014) recognized and evaluated

the independent variables that are linked to the attitudes that
people have towards CS among a total of 2070 multilingual
students, including 1535 females and 428 males. These participants
are highly educated with a high school diploma, Bachelor, Master
and PhD degrees. The researchers collected their data through an
online open-access survey. Findings revealed that the attitudes
towards code-switching are interrelated with language learning
history, personality, and current phonological practices, as well as
some socio-biographical variables. The high levels of cognitive
empathy and low levels of neuroticism are strongly interrelated with

more positive attitudes towards the code-switching phenomenon.
Moreover, findings indicated that females with both low and high
levels of education were in favor of using code-switching in their
utterances. Furthermore, bilingual teens are more positive in their
attitudes toward code-switching than older students in their
classrooms.
Furthermore, Naveed (2014) utilized a questionnaire among 200

learners in four Pakistani colleges and universities to investigate
students’ attitudes towards both educators and students’ code-
switching, A Review of Code-switching: Learners’ and Educators’
Perspectives 8 as well as the reasons for resorting and not resorting
to code-switching in EFL contexts. Results of the collected data
indicated positive attitudes of students towards using the target
language by themselves and their educators.
Local Studies
According to the study of Ramos (2017), "Code-Switching and

Language Attitudes among Filipino-English Bilinguals". This study
investigates the language attitudes and motivations behind code-
switching among Filipino-English bilingual speakers. It explores
factors such as language proficiency, social status, identity, and
cultural context that influence code-switching practices among
individuals in the Philippines. This study explores various factors,
such as language proficiency, social status, identity, and cultural
context, that impact code-switching practices among Filipino-English
bilinguals. By examining these factors, the research provides a

comprehensive understanding of the complex interplay between
language use and sociocultural dynamics. It highlights how
language choice and code-switching are influenced by a range of
contextual factors, ultimately contributing to a deeper
understanding of bilingual language behavior.
The study conducted by Canilao (2016), "Code-Switching and

Language Attitudes among Filipino College Students", examines the
language attitudes and motivations related to code-switching among
Filipino college students. Here are some key points about the study.
This research investigates the motivations that drive Filipino college
students to code-switch. These motivations can be influenced by
various factors, such as social identity, linguistic competence,
cultural background, and the desire to express affiliation or
solidarity with certain groups. By exploring these motivations, the
study sheds light on the underlying reasons why college students
choose to switch between languages during their interactions.
Furthermore, Santos (2013), "Code-Switching and Identity

Negotiation among Filipino-English Bilingual Speakers in an Online
Community", focuses on the relationship between code-switching
and identity negotiation within an online community of Filipino-
English bilingual speakers. Here are some key points about the
study. The study highlights code-switching as a valuable
communicative resource for bilingual speakers in the online
community. It examines how participants utilize code-switching
strategically to establish connections, solidarity, and affiliation with

specific groups or individuals. Additionally, it investigates the ways
in which code-switching is employed to project a particular image or
identity online.
Synthesis
The review of related literature and studies highlights the

significance of code-switching research, particularly its impact on
teachers and students. Code-switching is used by teachers to
facilitate communication and create a more engaging classroom
environment, reducing student anxiety and making learning more
meaningful. It has positive effects on students' understanding,
confidence, and participation in lessons.
Additionally, code-switching serves various functions such as

conflict control, floor holding, reiteration, and equivalence for
learners. The literature also emphasizes the influence of society,
culture, and social interactions on code-switching, as well as its
pedagogical implications. Foreign studies further support the
benefits of code-switching in language acquisition and
comprehension. Overall, code-switching is seen as a valuable tool in
education, but its use should be adjusted based on students'
proficiency levels and the specific learning objectives.
Chapter 2
RESEARCH METHODOLOGY
This chapter deals with methods undertaken to achieve the

goals of the study. It describes the research design, research locale,
sampling procedure, research instrument, data gathering technique,
and statistical treatment.
Research Design
The researchers used the quantitative method to be able to

gather data, obtain the intended answers to the research question,
and determine the relationship between factors causing Grade 12
HUMSS students to code switch in the ESL Classroom at Educational
Systems Technological Institute.
Closed-ended survey questions are used in quantitative

research projects, often for primary or broad research. Because the
answers are limited to a static data set, these are more easily
segmented and analyzed than open-ended questions.
The study utilized the descriptive research design. Three parts

of questionnaires will be used to collect and interpret the needed
data in order to gather information that provides the necessary
answers to the problems presented.
The study will be descriptive since it aims to know the factors

causing Grade 12 Humanities and Social Sciences students to use
code switching in the English as a Second Language Classroom at
Educational Systems Technological Institute.
Research Locale
Figure 2. Map of ESTI where the researchers conducted the study
The study was conducted at the Educational Systems

Technological Institute. This institution is located in Murallon, Boac,
Marinduque. It is a premiere college in the fields of Marine,

Criminology, Computer Science, Tourism management, and
Electronic Technology.
Sampling Procedure
The survey respondents are HUMSS 12 learners at the Educational

Systems Technological Institute for the school year 2022-2023. The
importance of this research is to gather the data needed to
determine the factors causing HUMSS 12 learners to code switch in
the English as a Second Language Classroom.
The respondents of this study are a total of thirty (30) HUMMSS 12

learners in ESTI who are currently enrolled in the academic year
2022-2023. The sampling scheme used was convenience sampling.
The distribution of the number of respondents obtained in each
section is as follows: 10 respondents from section A; 10
respondents from section B; 10 respondents from section C.
Research Instrument
The instrument used was a researcher-made survey

questionnaire to gather the needed data.
A survey instrument is a tool for implementing a scientific

protocol for obtaining data from respondents (Hekter & Schmidr,
2007). The survey questionnaire includes questions that address
specific study objectives in determining the factors or causes of
code switching. It may also be used to collect demographic

information for calculating survey weights.
Using this research instrument, the researchers get the

information that is needed for the completion of the study. The
questionnaire focused on the factors causing HUMMS 12 learners to
use code switching in an ESL Classroom.
The questionnaire for the respondents was divided into three (3)
parts.
The first part includes the information about the student

respondent demographic profiles in terms of name, age, and gender
that will give the researchers more understanding about the
prospective of the respondents.
The second part includes the frequency of students use of

code switching. A discussion of these instruments will be presented
on the text paragraphs. One (1) question provided with (4) numeric
choices. A learner is required to choose only one from the given
numeric choices. The provided rating for each question is as follows:
4 - Always
3 - Often
2 - Rarely
1 - Never
The third part of the questionnaire deals with the questions

practically on the causes of code switching and their perceptions
towards code switching practices in ESL Classroom. Furthermore,

the answers will be rated that based in the scale as the researcher’s
basis:
3.01 - 4.00 - Strongly Agree
2.01 - 3.00 - Agree
1.01 - 2.00 - Disagree
0.01 - 1.00 - Strongly Disagree
Data Gathering Technique
In gathering the necessary data, the researchers secured a

permit to collect the data first from the ESTI School Administrator.
When the request is granted, the researchers will personally
distribute the survey questionnaires to the respondents to the
study. The researchers will ask the respondents’ class adviser prior
to distributing the survey questionnaires.
The researchers will conduct surveys through three-part

questionnaires with the Grade 12 HUMSS strand learners as
respondents. Prior to the answering of questionnaires, instructions
were given to ensure an honest, clear, and complete answer. Each
item in the questionnaires will be explained clearly for the student
and respondents to understand each question. The respondents will
be informed regarding the data and information provided, which will
be treated with strict confidentiality and solely used for the purpose
of the study. The respondents will be given fifteen (15) minutes to

answer the questionnaire properly and sincerely because their
answer is really important. Questionnaires will then be gathered
after the respondents have finished answering the questions to
ensure 100% retrieval. After the retrieval of data, these will be
tallied, tabulated, and subjected to statistical treatment for further
analysis.
Statistical Treatment
Various statistical tools and method s were used in analyzing and

interpreting all the data collected in the study. In this study,
statistical tools such as frequency distribution, percentage and mean
were employed.
1. Frequency and Percentage Distribution
The process of creating frequency and percentage distribution

involves identifying the total number of observations to be
presented and counting of total number of observations within each
data point or grouping of data points.
FORMULA :
P=F/Nx100
Where;
P = Percentage
F = Frequency
N = Number of respondents
2. Weighted Mean
The researchers used Weighted mean. This formula was used by

the researchers to determine the average number of responses.
Weighted mean is the kind of average. Instead of each data

point contributing equally to the final mean, some data points
contribute more “weight” than other. If all the weighted mean
equals the arithmetic mean (the regular “average” you’re used to).
FORMULA:
X =∑ x /N
Where;
X = Mean
∑ x = Sum of all scores
N = Number of cases
To interpret the weighted mean, the following scale was used.

Range Descriptive Interpretation
0.01 - 1.00 Strongly Disagree
1.01 - 2.00 Disagree
2.01 - 3.00 Agree
3.01 - 4.00 Strongly Agree

Chapter 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of data,

followed by a discussion of the research findings, including all the
data gathered and the responses provided by the respondents. Data
were analysed to evaluate and determine the factors causing Grade
12 HUMSS students to code switch in the English as a Second
Language Classroom.
1. Profile of the Respondents
Table 1
Distribution of Respondents in Terms of Gender
GENDER FREQUENCY PERCENTAGE
Male 17 57.00
Female 13 43.00
Total 30 100.00
In Table 1, the distribution of respondents based on gender is

presented. Out of the total respondents, 13 individuals (43%) were
female, while 17 individuals (57%) were male. This indicates that
the majority of the student participants were male.
Table 2
Distribution of Respondents in Terms of Age
Age FREQUENCY PERCENTAGE
17 11 37.00
18 14 47.00
19 4 13.00
20 1 3.00
Total 30 100.00
Table 2 presents the distribution and percentage of

respondents based on age among HUMSS 12 students at the
Educational Systems Technological Institute. Out of the total thirty
(30) students surveyed, seventeen (17) students (37%) were 17
years old, fourteen (14) students (47%) were 18 years old, four (4)
students (13%) were 19 years old, and one (1) student (3%) was
20 years old.
Consequently, the majority of the respondents were 18 years

old.
2. How frequent the students’ use of code switching?

Table 3
Frequency on the Students’ Use of Code Switching
Use of Code Frequency Percentage

Switching
4 - Always 7 23.00
3 - Often 23 77.00
2 - Sometimes 0 0
1 - Never 0 0
Total 30 100
Table 3 presents the frequency and percentage of code

switching usage among students. The table indicates that the
majority of students frequently use code switching, with a frequency
of 23 and a percentage of 77%.
This suggests that students commonly employ code switching

as the need arises.
3. What are the perceptions of students’ towards code

switching practices in English as a Second Language (ESL)
Classroom?
Table 4
Students’ Perceptions Towards Code Switching Practices in English

as a Second Language (ESL) Classroom
Students’ Rating Scale N Weighted DI Rank

perceptions Frequency
towards
code 30
switching 4 3 2 1 Total Mea
practices in n
(ESL)
Classroom
1. Code
switching 15
10 5 0 30 95 3.17 SA 3
should be
(40 (45 (10)
allowed in ESL
) )
classroom
2. Code
switching
6 20 4 0 30 92 3.07 SA 5
helps them to
learn English (24 (60 (8)
Language
) )
3. Code
switching is a
10 19 1 0 30 99 3.3 SA 1.5
strategy for
learning (40 (57 (2)
process
) )
4. Code
switching
10 15 5 0 30 95 3.17 SA 4
makes them
feel (40 (45 (10)
comfortable
) )
and secure
(non-
threatening)
in ESL
5. They are
able to follow
10 19 1 0 30 99 3.3 SA 1.5
the lesson
better when (40 (57 (2)
they code
) )
switch
Table 4 presents the students' perceptions towards code

switching practices in an English as a Second Language (ESL)
classroom, along with the corresponding weighted mean of their
responses. It is evident from the table that the students strongly
agreed on all of the items.
The items "Code switching is a strategy for learning process"

and "They are able to follow the lesson better when they code
switch" garnered the highest weighted mean of 3.07, indicating a
"Strongly Agree" response. This suggests that code switching is
perceived as a useful tool in assisting English language teaching and
learning processes.
On the other hand, the item "Code switching helps me to learn

English Language" obtained the lowest weighted mean of 3.30,
which still falls within the range of 3.01-4.00 with a descriptive
interpretation of "Strongly Agree." It is noteworthy that the
respondents believe that code switching aids in improving their
understanding of the English language.
4. What are the factors causing Grade 12 HUMSS students to

use Code Switching in ESL Classrooms?
Table 5
Students Switching for Poetic Functions
Students Rating Scale N Weighted DI Rank

Switching Frequency
for Poetic
functions
4 3 2 1 30 Total Mean
1. They code
switch to 0 26 4 86 2.87 A 2
0 30
quote
(78 (8)
something )
said by others
2. They code 2 17 11
switch to
(8) (51 (22) 0 30 81 2.7 A 3
crack joke
)
3. They code
switch to
2 24 4 0 30 88 2.93 A 1
make sure the
lesson is more (8) (72 (8)
enjoyable
)
Table 5 shows the items under students use code switching

for poetic function and the weighted mean corresponding to the
students’ responses. The respondents agreed on almost all of the
items that describe the statements under the poetic functions.
It is evident from Table 5, "I code switch to make sure the

lesson is more enjoyable" the highest score of all items under this
category with a weighted mean of 2.93, "I code switch to make sure
the lesson is more enjoyable" which is under the range of 2.01–3.00
with a descriptive interpretation of "Agree". This means that the
respondents agreed or acknowledged that switching to Filipino made
the lesson more enjoyable.
Nevertheless, "I code switch to crack joke", scored lowest

among all the items with a mean of 2.7 with a descriptive
interpretation of agree Nevertheless, "I code switch to crack joke"
scored lowest among all the items with a mean of 2.7 with a
descriptive interpretation of "agree." Even though it scored the
lowest, they still agreed that they code switch to make use of the
joke in its full sense by preferably telling the joke in their own
language.

Table 6
Students Switching for Directive Functions

Students Rating Scale N Weighted DI Rank

Switching Frequency
for Directive
functions
4. They code 0 23 7 0 30 83 2.87 A 1

switch to
(69 (14)
attract
)
attention
5. They code 2 20 8 0 30 75 2.8 A 2

switch to
(8) (60 (16)
discuss
personal )
issues
6. They code 3 14 13 0 30 80 2.67 A 3

switch to
(12 (42 (26)
persuade
) )
others
Table 6 shows the items under Students Use Code Switching

for Directive Function and the weighted mean corresponding to the
students’ responses. As revealed in this table, the greater number
of respondents confirmed their agreement on almost all of the items
that describe the statements under the Directive functions.
As seen in Table 6, "They code switch to attract attention",

garnered the highest weighted mean of 2.87, with a descriptive
interpretation of "Agree".
On the other hand, "They code switch to persuade others",

got the least number of weighted means with 2.67, with a
descriptive interpretation of "Agree". Therefore, the students still
agreed that they could code switch to persuade others.
Table 7
Students Switching for Referential Functions
Students
Switching Rating Scale N Weighted DI Ran

for Frequency k
Referential
functions
7. They code
switch to
6 24 0 0 30 98 3.2 SA 1.5
discuss
certain topics (24 (72
which can be )
)
more
appropriate to
discuss in
L1(first
language)
8. They code 6 24 0 0 30 98 3.2 SA 1.5

switch
(24 (72
because it
makes ) )
learning
easier for
them
9. They code 2 28 0 0 30 92 2.93 A 4

switch to
(8) (84
explain
difficult )
concepts
10. They code 4 26 0 0 30 94 3.13 SA 3

switch
(16 (78
because it
) )
helps them
carry out
tasks
successfully
11. They
code switch
2 23 5 0 30 87 2.9 A 5
because it is
hard for them (8) (69 (10)
to find proper
)
English
equivalents
12. They
code switch
0 21 9 0 30 81 2.7 A 7
because there
are no similar (63 (18)
words in
)
English
13. They
code switch
1 22 7 0 30 84 2.8 A 6
because they
think (4) (66 (14)
something in
)
their L1 (first
language)
Table 7 shows the students code switch for Referential

Functions. As revealed by the results obtained from Table 7, the
students generally agreed on using code switching in their classes
for referential functions.
It is evident from Table 7 that "They code switch to discuss

certain topics that can be more appropriate to discuss in L1 (first
language)" and "They code switch because it makes learning easier
for them", scored the highest weighted mean of 3.2. Students
strongly agreed that they should make use of switching between
Filipino and English during their discussion of certain topics that are
more appropriate to discuss in their native language. And the
participants strongly agreed that they would code switch to make
learning more successful for them. Conversely, "They code switch
because there are no similar words in English", got the least
weighted mean with a total of 2.7. Therefore, the students still
agreed that the reason why they code switch lies in the fact that it
is hard for them because there are no similar words in English.
Table 8
Students Switching for Expressive Functions
Students Rating Scale N Weighted DI Ran

Switching for Frequency k
Expressive
functions
14. They code 8 19 3 0 30 95 3.17 SA 1

switch to avoid
misunderstandi (32 (57 (6)

ng ) )
15. They code 7 19 4 0 30 93 3.1 SA 2.5

switch make
(28 (57 (8)
others
understand ) )
what they
mean
16. They code 3 18 9 0 30 84 2.8 A 7

switch to
(12 (54 (18
express loyalty
) ) )
to their culture
17. They code 1 26 3 0 30 88 2.93 A 5

switch to
(4) (78 (6)
create a sense
of )
belongingness
18. They code 9 15 6 0 30 93 3.1 SA 2.5

switch to
(36 (45 (12
express
) ) )
themselves
easily
19. They code

switch to
5 20 5 0 30 90 3.0 SA 4
express
personal (20 (60 (10
emotions (e.g. ) ) )
anger,
sadness,
happiness,
etc.)
20. They code

switch because
3 30 7 0 30 86 2.87 A 6
they feel more
comfortable in (12 (60 (14
using more ) ) )
than one
language when
speaking
The table above indicates the students use code switching for
Expressive Functions and the weighted mean corresponding to the
students’ responses. The majority of the students strongly agreed
and acknowledged their switch to Language 1 for expressive
purposes.
Based on the table 8, it reveals that “They code switch to avoid

misunderstanding”, garnered the highest weighted mean of 3.17,
which is under 3.01-4.00 with a descriptive interpretation of
“Strongly Agree”.
However, “They code switch to express loyalty to their culture”,

scored the lowest weighted mean of 2.8. The students code switch
not to express loyalty to their native language.
Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
This chapter includes a summary of the findings on the basis

of the specific problems presented, the conclusions drawn, and the
recommendations offered for possible courses of action.
Summary of Findings
The salient findings of the study are as follows:
1. Profiles of the Respondents

The majority were male regarding gender, with fifty-seven (57)

percent being male. On the other hand, there were 13 female
respondents (43 percent).
The highest percentage of respondents who participated in the

study were 18 years old. Eighteen (18) years old had the highest
frequency of 47, while twenty (20) years old had the lowest
frequency of three (3) percent.
2. The students are often engaged in code switching as the need

arises, with a percentage of 77%.
3. Code switching helps some students learn the English

language. However, lots of students strongly agree with the
weighted mean of 3.3 that they can easily follow the lesson
and believe that code switching is the best way or strategy for
students learning processes.
4. Factors Causing Grade 12 Humanities and Social

Sciences Students to Use Code Switching in an English
as a Second Language Classroom
4.1 Poetic Functions The computed average weighted mean is

2.93, which falls under 2.01–3.00 with the descriptive interpretation
of "Agree". This means that the respondents agreed on the majority
of the items regarding using code switching and altering the
language into another language to make it more interesting and

enjoyable (English-Filipino).
4.2 Directive Functions Students are aware that using code

switching attracts their attention the most, so they firmly agreed to
the category "I code switch to attract attention,", with a weighted
mean of 2.87.
4.3 Referential Functions More students strongly agreed to this

category, with a weighted mean of 3.13, that switching English
discussion into Filipino is most likely effective for the students to
understand the lesson easier and make learning more successful for
them.
4.4 Expressive Functions And lastly, the computed weighted

mean is 3.17, which falls under 3.01–4.00, with the descriptive
interpretation of "Strongly Agree". It means that most of the Grade
12 Humanities and Social Sciences students strongly agreed that
they used code switching to avoid misunderstandings and that it
helped them learn the English language more.
Conclusions
Based on the findings above, the following conclusions were drawn:
1. Thus, it can be inferred that a significant proportion of the

respondents, comprising mostly males, are eighteen years
old.
2. The majority of students regularly employ code switching

during their academic journey, finding it highly beneficial in
facilitating their English or language learning.
3. Code switching was perceived by the students as a big

contributor to their academic success. Code switching is a
strategy for the learning process, as it helps them follow the
lesson better when they code switch.
4. As concluded by the researchers, the factors causing Grade 12

Humanities and Social Sciences to code switch in an English as
a Second Language classroom The students use code
switching for poetic functions to make their lessons more
interesting and enjoyable.
Other than that, the students use code switching for directive
functions to attract attention, which may lead to their betterment as
students.
Moreover, the analysis found that more of the respondents used

code switching for referential functions to discuss certain topics,
which can be more appropriate to discuss in L1 (first language) and
makes learning easier.
However, this study also found out that the use of code switching
for expressive functions is not only for students but also for
teachers or educators to better guide and assist students in terms of
their language capability. Consequently, the findings also concluded
that code switching is very beneficial in their everyday lives as it
helps them express themselves comfortably and avoid

misunderstandings.
5. Therefore, the hypothesis of the study that there are no

significant factors causing Grade 12 Humanities and Social
Sciences students to code switch in an English as a Second
Language Classroom was rejected.
Recommendations
Based on the findings and conclusions drawn from the study, it is

recommended:
1. This study recommends that a related or similar study be

carried out to get adequate information on classroom
interactions by using intensive classroom observations to
further examine the language usage of the different languages
during the classroom discourses.
2. The researchers recommend using additional techniques,

including surveys and interviews with educators, to get their
opinions on when and why they code-switch during lessons as
well as their attitudes toward the use of code-switching in
their classrooms.
3. The teachers should recognize and respect the diversity of

students’ linguistic backgrounds. Encourage them to value
their mother tongue while emphasizing the importance of
English proficiency. And foster a safe and non-judgmental
classroom environment where students feel comfortable

taking risks and expressing themselves in English. Encourage
mistakes as learning opportunities and provide constructive
feedback.
4. Teachers need to consider that code switching is not being

ignored; instead, adaptation of the said method or techniques
should be manifested, especially in an English Foreign
Language Discourse Classroom.
5. Teachers must have specific rules regarding classroom

language usage; that is, both teachers and students will
benefit from code switching, which will ease communication,
maintain discipline, and help them easily comprehend the
unknown.
6. The researchers recommended this study to future

researchers on purpose to conduct another related study with
regards to these papers, which can be their guiding
instrument for future survey course studies.
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APPENDICES
APPENDIX A
Letter to the Panelist
June 23, 2023
Mrs. Jennifer R. Molbog

Research Officer
ESTI
Ma’am:
We have the honor to invite you to be a member of our Defense Panel of our
research report titled ” FACTORS CAUSING GRADE 12 HUMANITIES AND
SOCIAL SCIENCES STUDENTS TO CODE SWITCH IN AN ENGLISH AS
SECOND LANGUAGE CLASSROOM AT EDUCATIONAL SYSTEMS

TECHNOLOGICAL INSTITUTE“. The Oral Defense will be held on June 23, 2023
in the ESTI Audio Visual Room (AVR).
We are anticipating for your presence and will appreciate your honest
comments for the improvement of our research report.
Thank you and more power.
Attached here with is the manuscript of our research report for your reference.
Respecfully Yours,
Eraiza G. Curameng
Mark Danhill P. Sol
Angelo A. Madrigal
Lady Jane S. Villar
Noted by:

Teacher
June 23, 2023
Ms. Julie Ann Oracion

Senior High School Instructor
ESTI
Ma’am:
Thank you and more power.
Respecfully Yours,
Eraiza G. Curameng
Mark Danhill P. Sol
Angelo A. Madrigal
Lady Jane S. Villar
Noted by:

Teacher
June 23, 2023
Mrs. Christine R. Tawid

Senior High School Teacher
ESTI
Ma’am:
Thank you and more power.w
Respecfully Yours,
Eraiza G. Curameng
Mark Danhill P. Sol
Angelo A. Madrigal
Lady Jane S. Villar
Noted by:

Teacher
APPENDIX B
(Letter to the Respondents)
To the Students:
As a requirement in the subject Inquiries, Investigation and

Immersion, the undersigned is conducting a research on the “Factors
Causing Grade 12 Humanities and Social Sciences students to Code Switch
in an English as Second Language Classroom at Educational Systems
Technological Institute”.
In this regard, kindly answer the following questions.
Rest assured that any information that you supply will be treated
with greatest confidentiality and anonymity.
Very truly yours,
Eraiza G. Curameng
Angelo Madrigal A.
Mark Danhill P. Sol
Lady Jane S. Villar
Noted by:
Ms. Alexandria Constantino

Teacher
Appendix C
EDUCATIONAL SYSTEMS TECHNOLOGICAL INSTITUTE
Murallon, Boac, Marinduque
Humanities and Social Sciences
Department of Senior High School
Good day! We are Humanities and Social Sciences of Educational

Systems Technological Institute who are conducting research study entitled
“Factors Causing Grade 12 HUMSS Students to Code Switch in an English
as Second Language Classroom ”. The result of this survey will provide
necessary information to the said study. Your response is highly
appreciated. Thank you!
Survey Questionnaire
PART I: PROFILES
Direction: Please provide the following information either by filling the

data or by putting a check that corresponds to your responses.
1. Name:
Age:
Gender:
Male
Female
2. How frequent do you use code switching?
Very frequently Sometimes
Frequently Never
PART II. FACTORS
3. Why do you use code switching in ESL Classroom?
3.1 I code switch for Poetic functions

I I Agree I I
Strongly Disagre Strongly
Agree e Disagree
I code switch to quote

something said by others
I code switch to crack jokes
I code switch to make sure

the lesson more enjoyable
3.2 I code switch for Directive Functions
I I Agree I I
Strongly Disagree Strongly
Agree Disagree
I code switch to discuss

personal issues
I code switch to persuade

others
I code switch to attract

attention
3.3 I code switch for Referential Functions

I I Agree I I
Strongly Disagree Strongly
Agree Disagree
I code switch to discuss

certain topics which can be
more appropriate to discuss
in Language 1
I code switch because it

helps make learning easier
for me
I code switch to explain

difficult concepts
I code switch because it

helps me carry out tasks
successfully
I code switch because it is

hard for me to find proper
English equivalents
I code switch because there

are no similar words in
English
I code switch because I

think something in our
Language 1
3.3 I code switch for Expressive Functions

I Strongly I Agree I I
Agree Disagree Strongly
Disagree
I code switch to avoid

misunderstanding
I code switch to make

others understand what I
mean
I code switch to express

loyalty to our culture
I code switch to create a

sense of belonging

myself easily

my personal emotions (e.g.
anger, sadness, happiness,
etc.)
I code switch because I feel

more comfortable in using
more than one language
when speaking
PART III. PERCEPTIONS

4. What are your perceptions towards code switching practices in English

as a Second Language Classroom (ESL)?
I Strongly I Agree I I Strongly

Agree Disagree Disagree
Code switching should

be allowed in ESL
classroom
Code switching helps

me to learn English
Language
Code switching is a
strategy for learning
process
Code switching makes

me feel comfortable
and secure (non-
threatening) in ESL
classroom
I am able to follow the

lesson better when I
code switch
APPENDIX D
CURRICULUM VITAE
ERAIZA G. CURAMENG
Bagtingon, Buenavista, Marinduque
Mobile No. 09517321199
eraizacurameng8@gmail.com
I. PERSONAL BACKGROUND
Provincial Address: Bagtingon, Buenavista, Marinduque
Date of Birth: August 18, 2005
Place of Birth: Bagtingon, Buenavista, Marinduque
Age: 17 years old
Citizenship: Filipino
Religion: Roman Catholic
Civil Status: Single
Sex: Female
Father's Name: Eugene B. Curameng
Mother's Name: Myrna G. Curameng
II. EDUCATIONAL BACKGROUND

Secondary: (Senior High School)

2021-2023
(Junior High School)

Bagtingon National High School
2017-2021
Primary: Bagtingon Elementary School
2011-2017
CURRICULUM VITAE
MARK DANHILL P. SOL
Masiga, Gasan, Marinduque
Mobile No. 09128338155
solmarkdanhill@gmail.com
_____________________________________________________
Provincial Address: Masiga, Gasan, Marinduque
Date of Birth: January 16, 2004
Place of Birth: Masiga, Gasan, Marinduque
Age: 19 years old
Sex: Male
Father's Name: Rannel Sol
Mother's Name: Eden P. Sol


2021-2023

2017-2021
Primary: Masiga Elementary School
Masiga, Gasan, Marinduque
2011-2017
CURRICULUM VITAE
JOHN PAUL CRIS M. ASPREC
Balagasan, Boac, Marinduque
Mobile No. 09467059343
paulasprec@gmail.com
_____________________________________________________
Provincial Address: Balagasan, Boac, Marinduque
Date of Birth: December 8, 2004
Place of Birth: Boac, Marinduque
Age: 18 years old
Sex: Male
Father's Name: Arnido Asprec
Mother's Name: Marissa M. Asprec


2021-2023

2017-2021
Primary: Balagasan Elementary School
Balagasan, Boac, Marinduque
2011-2017
CURRICULUM VITAE
JHON JUSTIN P. AYTONA
Poras, Boac, Marinduque
Mobile No. 09056169639
aytonajhonjustin@gmail.com
_____________________________________________________
Provincial Address: Poras, Boac, Marinduque
Date of Birth: June 16, 2003
Place of Birth: Santa Cruz, Marinduque
Age: 19 years old
Sex: Male
Father's Name: Filipe Aytona
Mother's Name: Ayesa P. Aytona


2021-2023

2017-2021
Primary: Santa Cruz South Central School
Santa Cruz, Marinduque
2011-2017
CURRICULUM VITAE
ANGELO A. MADRIGAL
Dos Poblacion, Buenavista, Marinduque
Mobile No. 09104806901
eraizacurameng8@gmail.com
_____________________________________________________
Provincial Address: Dos Poblacion, Buenavista, Marinduque
Place of Birth: Buenavista, Marinduque
Age: 18 years old
Religion: Aglipayan
Sex: Male
Father's Name: Jing C. Madrigal
Mother's Name: Angela R. Abapo


2021-2023

2017-2021
Primary: Good Shepperd Diocesan School
Buenavista, Marinduque
2011-2017
CURRICULUM VITAE
JAN CRISTIAN LUBRIN
Laylay, Boac, Marinduque
Mobile No. 09663192338
lubrincristian790@gmail.com_
__________________________________________________
I.PERSONAL BACKGROUND
Provincial Address: Laylay, Boac, Marinduque
Place of Birth: Batangas
Age: 19 years old
Sex: Male
Father's Name: Melvin Lubrin
Mother's Name: Judelyn Lubrin
II.EDUCATIONAL BACKGROUND


2021-2023

2017-2021
Primary: Boac South Central School

2011-2017
CURRICULUM VITAE
JOHN LEONARD M. MAGBANUA
Mobile No. 09384100388
leonardmagbanua334@gmail.com
_____________________________________________________
Provincial Address: Laylay, Boac, Marinduque
Date of Birth: April 14, 2004
Place of Birth: Bulacan, St. Sta Ana Manila
Age: 19 years old
Sex: Male
Father's Name: Leo Magbanua
Mother's Name: Mirriam M. Magbanua


2021-2023

2017-2021
Primary: Boac South Central School
2011-2017
CURRICULUM VITAE
LADY JANE S. VILLAR
Pinggan, Gasan, Marinduque
Mobile No. 09384100388
villarladyjane4@gmail.com
_____________________________________________________
Provincial Address: Pinggan, Gasan, Marinduque
Date of Birth: Marinduque
Age: 19 years old
Sex: Female
Father's Name: Enrico Villar
Mother's Name: Jinggay Villar


2021-2023

2017-2021
Primary: Gaspar Elementary School
Gaspar, Gasan, Marinduque
2011-2017
APPENDIX E
Editor’s Recommendation
This research entitled “FACTORS CAUSING GRADE 12

HUMANITIES AND SOCIAL SCIENCES STUDENTS TO CODE
SWITCH IN ENGLISH AS SECOND LANGUAGE CLASSROOM AT
EDUCATIONAL SYSTEMS TECHNOLOGICAL INSTITUTE “prepared
and submitted by Eraiza G. Curameng, Mark Danhill P. Sol, John Paul
Cris M. Asprec, Jhon Justin P. Aytona, Angelo A. Madrigal, John
Leonard M. Magbanua, Jan Cristian Z. Lubrin, Lady Jane S. Villar in
partial fulfillment of the requirements in the subject Inquiries,
Investigation and Immersion, has been edited and found to be
satisfactory, and is hereby recommended for presentation and
building.
____________________
Ms.
Editor
APPENDIX F
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Educational Systems Technological Institute

Murallon, Boac, Marinduque Page | i

FACTORS CAUSING GRADE 12 HUMANITIES AND SOCIAL SCIENCES

A Research Report Presented to the

Senior High School Department

Educational Systems Technological Institute

Of the Requirements for the subject

Inquiries, Investigation & Immersion

ASPREC, JOHN PAUL CRIS M.

AYTONA, JHON JUSTIN P.

LUBRIN, JAN CRISTIAN Z.

MAGBANUA, JOHN LEONARD M.

SOL, MARK DANHILL P.

VILLAR, LADY JANE S.

This research entitled “FACTORS CAUSING GRADE 12 HUMANITIES

Ms. Alexandria T. Constantino

Approved by the committee on Oral Examination with a grade of ___

MRS. JENNIFER R. MOLBOG

MS. JULIE ANN ORACION MRS. CHRISTINE R. TAWID

Accepted and Approved in partial fulfillment of the requirements in

We would like to express our most profound appreciation to

First and foremost, we would like to give thanks to the Lord,

Second, we, the researchers, would like to extend our

Third, to our research panelists, the researchers want to

Finally, a million thanks to our parents for their deep

This research is dedicated to our parents who have never failed to

This research is dedicated to our Research teacher, Ms. Alexandria

We dedicate this output to all researchers who work so hard just to

Title: “Factors Causing Grade 12 Humanities And Social Sciences

Researchers: Eraiza G. Curameng

Subject: Inquiries, Investigation and Immersion

School: Educational Systems Technological Institute

Strand: Humanities and Social Sciences

Learning the English language is an indispensable component of the

The data was collected using survey questionnaires. Different statistical

Preliminary Pages Pages

Chapter 1: THE PROBLEM AND ITS BACKGROUND

Statement of the Problem.............................................8

Scope and Delimitation .............................................9

Significance of the Study...............................................10

Review of Related Literature and Studies........................12

Data Gathering Technique.............................................30

Statistical Treatment of Data.........................................31

Chapter 3: PRESENTATION, ANALYSIS AND

Presentation, Analysis and Interpretation of Data………………33

Chapter 4: SUMMARY OF FINDINGS, CONCLUSIONS AND

Appendix A Letter to the Panelists……….…………………………….57

Appendix B Letter to the Respondents………………………………60

Appendix C Normative Survey Questionnaire……………………61

Appendix D Curriculum Vitae…………………………………………....66

Appendix E Editor’s Recommendation……………………………….82

THE PROBLEM AND ITS BACKGROUND

Learning the English language is an indispensable component

A common characteristic of bilingual speakers is that since

According to Thompson (2003) and Bautista (2004), "one of

mostly used everywhere as a media of communicate." It is also the

Indeed it is a fact that language is manner that is very

Hence, the purpose of this quantitative study is to identify the

academic year 2022-2023 to code switch in an ESL classroom.

Conversational Code Switching (CCS) Model proposed by Peter

In 1993, Myers-Scotton created the Matrix Language Frame

The idea behind the MLF model is influenced by psycholinguistic

importance of both grammar and conceptual information in Levelt's