Code-Switching in the English Classroom: Impact on Grade 11 General Academic Strand (Gas) Students' English Comprehension

Abstract

This study investigates the impact of code-switching on the English comprehension of Grade 11 General Academic Strand (GAS) students at Taal High School, Bocaue, Bulacan. Given the multilingual nature of the Philippines, code-switching is a common instructional strategy, yet its effectiveness remains a topic of debate. The study employed a correlational research design through Spearman’s Correlation, utilizing a total population of 30 students to gather data from Grade 11 GAS students. Results indicate that while students perceive benefits from code-switching in facilitating comprehension, statistical analysis reveals a weak and insignificant correlation between the use of code-switching and English academic performance. Moreover, a moderate negative correlation suggests that excessive code-switching may contribute to lower final English grades. These findings highlight the need for balanced language instruction, integrating both English and the native language strategically to optimize comprehension without undermining language proficiency. The study’s outcomes have implications for language policies and teaching methodologies in multilingual classrooms.