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English Language Learning: Code-switching, Strategies, and Exposure

Journal: International Journal of Scientific Engineering and Science (Vol.4, No. 4)

Publication Date:

Authors : ;

Page : 24-29

Keywords : — Language learning; code-switching; academic performance; medium of instruction; learning strategies; language exposure;

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This study aimed to find out the students' English language learning with regard to their perception on the use of code switching as a medium of instruction, learning strategies, and language exposure. The first set of data were gathered using a questionnaire on the use of code-switching as a medium of instruction from the first set of respondents composed of fifty (50) Junior AB-English Language (AB-EL) students. Results showed that majority of the respondents preferred the use of code-switching in different classroom situations and interactions, and they agreed on its appropriateness especially in English classes. Although they agreed on the affirmative effects of code-switching in the teaching-learning process, results showed no significant relationship between the respondents' perception on the use of code-switching as a medium of instruction and their academic performance. The second set of data were gathered from fifty-five (55) AB-EL students selected at random from across year levels. They were given a language exposure questionnaire adopted from Magno et al. (2009), and a survey questionnaire on language learning strategies adopted from Oxford (1990). Results showed that the respondents have the most (92%) language exposure when they are inside the classroom or in the school premises. Moreover, results also revealed that majority (76%) of the respondents have “high” language exposure. Findings further revealed that most of the students frequently applied the Metacognitive strategies while the least frequently applied strategies were the Compensation strategies. Using the Spearman's Rho correlation analysis, the results find a significant relationship between language exposure and Memory strategies (p-value of .046) and Metacognitive strategies (p-value of .045). Results simply imply that if students have high language exposure and exhibit a very good level of Memory and Metacognitive language learning strategies, they can better enhance their language learning process. Research also found out that it is also essential that the learners select strategies in accordance with the task at hand. This study recommends that teachers provide with strategy instruction for the students to be more aware on how they go about with their learning strategies that they tend to employ in learning the target language.

Last modified: 2020-06-10 21:16:45