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· Volume IV Issue I


The use of code-switching in English classrooms in the Philippines is a common practice observed despite the ordinance of the Department of Education to use English as a medium of instruction in teaching English. Thus, this study aimed to investigate the effects of code-switching on teaching literature. This study made use of the true control group pretest-posttest design, which involved five essential steps such as identification of student respondents; random assignment of the respondents to either control or experimental group; administration of the pre-test; implementation of the study; and administration of the post-test. The instrument of the study was a teacher-made test that consisted of 50 questions that were checked and validated by experts in the field of English. Forty-six (46) grade 8 students were selected and assigned to control and experimental groups. The findings of the study revealed that the significant features of code-switching were perceived as follows: code-switching as mother tongue-based, code-switching as an interactive approach, code-switching as time-efficient, code-switching as comprehension-based, and code-switching as a contextual clue. Statistical analysis of the comparison of the control and experimental groups' post-test scores also indicated that no significant difference existed between the use of code-switching and English-only in the classroom. Pedagogical implications for the use of code-switching were drawn from the findings of the study. These include that code-switching promotes learners' engagement and interaction during the discussion. However, since the results suggest that the effect of codeswitching on teaching literature is not significant, cautious use of codeswitching is necessary.

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