The Use of Code-Switching Toward English Teaching: Student Attitudes in Sulu State College

This study explores the use of code-switching in English language teaching and the attitudes of students toward this practice at Sulu State College. In a multilingual context where English is a second language, code-switching is often employed by teachers to bridge gaps in comprehension and facilitate learning. The research focused on 120 purposively selected English major students from all year levels in the School of Teacher Education. A descriptive-correlational design was utilized to examine the frequency of teacher code-switching, students’ attitudes toward it, and the relationship between these attitudes and their academic performance in English.

Data were gathered through a validated questionnaire divided into three parts: demographic profile, frequency of code-switching, and student attitudes based on a 5-point Likert scale. Final grades in English subjects were collected to analyze correlation. Results revealed that teacher code-switching is used moderately and is positively received by students. Students reported that code-switching enhances understanding, builds their confidence, and increases engagement in lessons. Statistical analysis using Pearson’s correlation showed a moderately significant relationship between positive attitudes toward code-switching and academic performance.

The findings suggest that when used intentionally and strategically, code-switching can be an effective instructional approach in English language classrooms. This study contributes to developing inclusive teaching practices and encourages English teachers to reflect on the role of multilingualism in enhancing learning. Recommendations were made for further research, teacher training, and curriculum planning to support balanced language use in diverse classroom environments.