The Role of Code-Switching in the Oral Participation of Grade 12 Academic Students at Marigondon National High School
DOI:
https://doi.org/10.5281/zenodo.20230509Keywords:
Code-switching, oral participation, English discussion, student confidence, language learning, grade 12 academic studentsAbstract
This study examines the influence of code-switching on the oral participation of Grade 12 academic students in English class discussions at Marigondon National High School during the second semester of School Year 2025–2026. It aims to identify the factors that lead students to engage in code-switching, determine how frequently it occurs, and evaluate its effects on students’ confidence and participation levels. The study utilizes a quantitative-descriptive research design, gathering data through survey questionnaires administered to selected Grade 12 academic students. The findings reveal that students commonly use code-switching due to limited English vocabulary, fear of making grammatical errors, and the need to express ideas more clearly. Results further indicate that code-switching occurs regularly during discussions and serves as a supportive communication strategy that enhances students’ comprehension and engagement during classroom interactions. Moreover, the study shows that code-switching positively influences students’ confidence by reducing anxiety, creating a more inclusive learning environment, and encouraging students to participate more actively in oral discussions. Anchored on Krashen’s Affective Filter Hypothesis and Long’s Interaction Hypothesis, the findings suggest that code-switching helps facilitate meaningful interaction, lowers emotional barriers in language learning, and supports gradual English language development through guided participation. The study also emphasizes the role of teachers in managing code-switching appropriately to ensure that it functions as a bridge toward language acquisition rather than as a substitute for English communication. The study concludes that code-switching can be an effective instructional tool in promoting active oral participation among learners in English classrooms and may serve as a basis for developing balanced classroom strategies that support both language learning and student confidence.
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Data Availability Statement
The data supporting this study are not publicly available due to confidentiality and ethical restrictions, as they involve sensitive participant information from a rehabilitation setting. However, limited data may be made available from the corresponding author upon reasonable request, subject to ethical approval and institutional guidelines.
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