World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.279-283
Authors
Jecel Caballero, Shienna Be B. Estoria, Mhybs C. Mantua, Richard E. Andoy
Surigao del Norte State University, Claver Campus
Abstract
This study examined the types of code-switching used by Technical-Vocational-Livelihood (TVL) strand students and their level of communicative competence. It also determined the respondents’ demographic profile in terms of specialization and the first language spoken at home, identified the commonly used types of code-switching (intersentential, intrasentential, and extrasentential), and investigated the relationship between code-switching and communicative competence. Communicative competence was assessed through grammatical, sociolinguistic, discourse, and strategic competencies.
A quantitative descriptive-correlational research design was employed. The respondents consisted of 131 TVL strand students from different specializations. Data were gathered through a validated survey questionnaire and analyzed using frequency counts, percentages, mean, standard deviation, analysis of variance (ANOVA), and Pearson product-moment correlation.
The findings revealed that most respondents belonged to the Home Economics specialization and primarily spoke Surigaonon/Cebuano at home. Results showed that students frequently used intersentential, intrasentential, and extrasentential code-switching in communication. The respondents also demonstrated a high level of communicative competence across grammatical, sociolinguistic, discourse, and strategic dimensions. Furthermore, significant differences in communicative competence were found when respondents were grouped according to specialization and first language spoken at home. The study likewise established a significant relationship between the use of code-switching and communicative competence, indicating that students who effectively utilized code-switching strategies tended to exhibit higher levels of communicative competence.
The results suggest that code-switching functions as a valuable communication strategy that supports language learning and enhances students’ ability to communicate effectively in multilingual contexts. Therefore, educators may consider the appropriate use of code-switching in classroom interactions to promote student participation, improve language development, and strengthen communicative competence.
https://doi.org/10.65494/pinagpalapublishing.367
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