Teachers and Students' Attitude towards Code-switching in Communication Arts Course at Laguna State Polytechnic University, Academic Year 2016-2017

Abstract

INTRODUCTION

The use of Filipino in English classrooms requires research attention. Code-switching or the phenomenon of using two or more languages to communicate exists, thus, switching in L1 to L2 classrooms is apparent. This study sought to examine whether Filipino is acceptable in courses where English should be the medium of instruction. It analyzed the gap between the perceived and observed teachers and students' attitude towards code-switching in Communication Arts course at Laguna State Polytechnic University, Academic Year 2016-2017.

METHODS

Statistical tools like frequency and percentage, weighted mean, and t-test were used. Mixed method was utilized, having both descriptive-survey and descriptive-observational approaches. Purposive sampling technique was applied in determining the respondents. Four English teachers and 109 students were interviewed and observed for a month. The primary data gathering instruments were 10-item semi-structured interview questions, 20-item questionnaire-checklist rated as 4 -strongly agree, 3 -agree, 2 -disagree and 1 -strongly disagree, and observation guide interpreted as 4 -evident, 3 -fairly evident, 2 -poorly evident and 1 -never seen.

RESULTS

In terms of teachers' attitude, only perceived and observed efficiency in tasks was "significant." Perceived and observed students comprehension, equivalence between L1 and L2, reiteration, and scaffolding were "not significant." In terms of students' attitude, perceived and observed impression and English teachers' image were "significant." Perceived and observed language preference, L1 and L2 strengths, and test-taking was "not significant." It can be concluded that the null hypothesis: There is a significant difference between the perceived and observed teachers and students' attitude relative to code-switching, was "partially sustained."

DISCUSSIONS

In light of the foregoing findings, the following was recommended: English teachers should efficiently delegate tasks and make students effectively deal with classroom activities. Improve English teachers' image and impression by having the students view their teachers positively as partners in language learning. Use L2 when teaching Communication Arts course at all times, since English teachers are required and mandated to teach in the said medium of instruction. Revisit outcomes-based syllabus in English to check its intended learning outcomes. Finally, craft a university language policy that shall outline the use of MOI in different courses.