Republic of the Philippines

BATANGAS STATE UNIVERSITY

The National Engineering University - ARASOF-
Nasugbu, Nasugbu, Batangas

Dear Respondents, 

Greetings of peace! 

We, the students of Batangas State University under the College of Teacher Education
(CTE) are in the process of writing our undergraduate thesis entitled “The Impact of
Pedagogic Code-Switching on the Teaching Competency among Fourth-Year Level
Pre-Service Teachers at Batangas State University ARASOF – Nasugbu” as part of
the partial requirements for the degree of Bachelor of Secondary Education. The purpose
of the study is to know the reasons for the constant utilization of pre-service teachers to
code-switching in classrooms, especially in English medium classes.

In light of this, we sincerely request your assistance in completing this questionnaire.

Rest assured that all information will be held in the strictest confidence and used solely
for academic reasons.

Your cooperation in this endeavor will greatly assist in completing our research. And we
sincerely appreciate your positive response. Thank you so much.

Very truly yours,

TRICIA MHAE F. MORALES

Researcher

KAREN A. DE MAYO
Researcher

Noted by:
LEOLANDA A. BALILLA
Thesis Adviser
Attestation and Consent
I have read and grasped this questionnaire's contents. I certify that the information I have
provided in this form is true and accurate. I consent to being a respondent and to having
my information processed only for the purposes of this study. My information will be
kept confidential and will not be exploited.
• Yes, I will participate
• No, I will not participate

I. DEMOGRAPHIC PROFILE
Direction: Please complete all sections of this survey. Place a checkmark in each
section's box that corresponds to your response.

1. Full Name.
______________________________________

2. What is your age?

 17 – 19
 20 – 22
 23 – above

3. What is your gender?

 Male
 Female

4. What type of high school you graduated from?

 Public
 Private
5. How frequently do you use code-switching inside the classroom?
 Always
 Often
 Sometimes
 Rarely
 Never

II. THE FACTORS INFLUENCING CODE-SWITCHING AMONG PRE-

SERVICE TEACHERS.
Direction: Use the rate below to indicate your response. Please put a checkmark on the
space that corresponds to your answer in the following factors that influence you to use
code-switching and how you frequently utilize it as a pre-service teacher.

5 - Always

4 - Often

3 - Sometimes

2 - Rarely

1 - Never

Statements Always  Often  Sometimes  Rarely  Never

5 4 3 2 1

1. I used code switching define the

meaning of unfamiliar words and
phrases.
2. To make clear difficult concepts.
3. To expound explicitly the
grammar.
4. To make sure that students can
able to understand.
5.  To introduce new things or talk
about new things.
6. To tell the students how English
is different from their first
language.
7. To call students' attention to the
proper pronunciation of English
sounds.
8. To establish and organize tasks.
9. To preserve classroom discipline
and lesson structure.
10. To give feedback remarks on the
performance of students.
11. To motivate students to join in
classroom activities.
12. To solidify the relationship
between the students.
 13. To lessen the anxiety in learning
English.
14. To heighten confidence in
learning English.

Adapted Survey: Leoanak,S. P. P., & Amalo, B. K. (2018). Teachers’ Beliefs and
Perceptions of Code Switching in English as Foreign Language Classroom. SHS Web of
Conferences, 42(2018), 1-6. https://doi.org/10.1051/shsconf/20184200034

III. THE ATTITUDES OF RESPONDENTS TOWARD CODE-SWITCHING.

Direction: Use the rate below to indicate your response. Please put a checkmark on the
space that corresponds to your answer.

5 - Strongly Agree

4 - Agree

3 - Moderately Agree

2 - Disagree

1 - Strongly Disagree

Statements – maintain first point Strongly Agree  Moderately Disagree  Strongly

Agree  Agree  Disagree 
of view 4 2
5 3 1

1. I switch between Filipino and

English during informal
conversations with my friends.
2. In my English class, I speak my
native dialect and occasionally
switch to English.
3. I routinely combine English and
my native tongue in my English
class because my professor
permits it.
4. Mixing Filipino and English
during classroom conversation is
beneficial among students.
5. Combining Filipino and English
can make communication easier
 and more precise.
6. Using both Filipino and English
in class discussions facilitates and
accelerates the acquisition of
English language skills.
7. My lecturer permits me to utilize
a combination of Filipino and
English during group exercises.
8. Combining Filipino with the
English language is natural
because it is a widespread
linguistic practice.

Adapted Survey: Castillejo, F.T., Calizo, M.R. & Maguddayao, R.N. (2018). Code-
switching and Student’s Performance in English [Master’s Thesis, Cagayan State
University]. International Journal of English and Education.
https://www.researchgate.net/publication/331543329_Code_Switching_and_Students'_Pe
rformance_in_English

IV. PRE-SERVICE TEACHER’S PERCEPTION OF CODE-SWITCHING

DURING A CLASSROOM DISCUSSION.
Direction: Use the rate below to indicate your response. Please put a checkmark on the
space that corresponds to your answer to the question “What is your perception of your
peers and teachers who use code-switching during a classroom discussion?”.

5 - Strongly Agree

4 - Agree

3 - Moderately Agree

2 - Disagree

1 - Strongly Disagree

Peers Strongly Agree  Moderately Disagree  Strongly

Agree  Agree  Disagree 
4 2
5 3 1

1. The usage of code-switching is

beneficial to my English study.
2. The use of code-switching
 facilitates my comprehension of
the material provided.
3. The use of code-switching
facilitates comprehension of new
English vocabulary.
4. The usage of code-switching
improves students' fluency and
accuracy when speaking English.
5. The use of code-switching
facilitates the development of
writing skills in English.
6. The use of code-switching
facilitates meaningful transaction
between teachers and students.
7. The use of code-switching
facilitates comprehension and aids
the teacher in time management
while discussing things.
8. The usage of code-switching
makes it difficult for you to learn
English.
9. The use of code-switching
facilitates the meaningful
transaction between students

Teachers Strongly Agree  Moderately Disagree  Strongly

Agree  Agree  Disagree 
4 2
5 3 1

10. The usage of code-switching is

beneficial to my English study.
11. The use of code-switching
facilitates comprehension of the
material provided.
12. The use of code-switching
facilitates comprehension of new
English vocabulary.
13. The usage of code-switching
improves students' fluency and
accuracy when speaking English.
14. The use of code-switching
facilitates the development of
 writing skills in English.
15. The use of code-switching
facilitates comprehension of the
meaning of each sentence stated
by the teacher.
16. The use of code-switching
facilitates speedier comprehension
and aids the teacher in time
management while discussing
things.
17. The usage of code-switching
makes it difficult for you to learn
English.

Adapted Survey: Yana, & Nugraha, I.F. (2019). Students’ Perception on the Use of
Code-Switching in English Classroom. Project, 2(2), 67-73.
https://www.researchgate.net/publication/337256330_Students'_Perception_on_the_Use_
of_Code-Switching_in_English_Classroom

V. THE IMPACTS OF THE FOLLOWING FACTORS ON THE RESPONDENTS’

TEACHING COMPETENCIES AS INDICATED BY THEIR COMMUNICATIVE
COMPETENCE IN TERMS OF: HOW FREQUENTLY THEY USE CODE-
SWITCHING AND ATTITUDE TO CODE-SWITCHING.
Direction: Use the rate below to indicate your response. Please put a checkmark on the
space that corresponds to your answer.

5 - Strongly Agree

4 - Agree

3 - Moderately Agree

2 - Disagree

1 - Strongly Disagree

The impacts of the following factors Strongly Agree  Moderately Disagree  Strongly
Agree  Agree  Disagree 
on your teaching competencies as 4 2
indicated by your communicative 5 3 1
competence in terms of how
frequently you use code-switching
1. I am able to convey instructions
more effectively.
2. I switch between languages so that I
can deliver information or concepts to
my students with ease.
3. I am able to interact with my
students more.
4. I am able to get the attention of my
students and motivate them.
5. Code-switching becomes a manner
as the students are not able to
understand the English language
smoothly.
6. I am able to engage my students
actively participate to our class
discussion.
7. I am able to influence my students.
8. I am able to discipline my students
well.
18. I am able to connect the students
in the second language.
19. I am able to help my students to
understand our class discussion.

The impacts of the following factors Strongly Agree  Moderately Disagree  Strongly
Agree  Agree  Disagree 
on your teaching competencies as 4 2
indicated by your communicative 5 3 1
competence in terms of your
attitude toward code-switching

1. I am able to convey instructions

more effectively.
2. I switch between languages so that I
can deliver information or concepts to
my students with ease.
3. I am able to interact with my
students more.
4. I am able to get the attention of my
students and motivate them.
5. Code-switching becomes a manner
as the students are not able to
 understand the English language
smoothly.
6. I am able to engage my students
actively participate to our class
discussion.
7. I am able to influence my students.
8. I am able to discipline my students
well.
20. I am able to connect the students
in the second language.
21. I am able to help my students to
understand our class discussion.

Adapted Survey: Flores II, I. R. P., & Balmeo, M. C. S. (2021). Code Switching in
Instruction: Pre-Service Teachers’ Lived Experiences. International Journal of
Multidisciplinary: Applied Business and Education Research, 2(7), 1-15.
http://dx.doi.org/10.11594/ijmaber.02.07.08

THANK YOU AND GOD BLESS!

STATEMENT OF THE PROBLEM

This study aims to examine the impact of code-switching on the teaching
competencies among the fourth-year level pre-service teachers in the classroom at
Batangas State University – The National Engineering University - ARASOF.
Specifically, it seeks answers to the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 age
 1.2 gender
1.3 type of high school graduated from
2. What are the factors influencing code-switching among pre-service teachers?
3. What are the attitudes of respondents toward code-switching?
4. Is there a significant difference between the attitudes of the respondents toward
code-switching when grouped according to their demographic profile?
5. What is their perception of code-switching during a classroom discussion?
6. What are the impacts of the following factors on the respondents’ teaching
competencies
as indicated by their communicative competence?
6.1 Code-switching frequency
6.2 Attitude toward code-switching
7. What code-switching management handbook may be developed to enhance the
teaching competencies of pre-service teachers?

RESEARCHER’S NOTE: Good Evening po Ma’am, here are some suggestions po based po
sa pagkakasabi po sa amin ng panelist nung defense po:
 Our respondents po will be among 1st-3rd year BSED students. However po, the
panelists also suggested po that the 4th year students po are the accurate ones to
be our respondent for our study but we need to conduct it daw po as soon as
possible before po mag start OJT nila since baka raw po mahirapan kami mag-
survey pero if ever po na umabot po na nasa field na po ang mga 4 th year. We
decided po ni Ms. De Mayo na magconduct po kami sa kanila ng survey through
the use of google forms po.
 SOP 4 – Yung mga factors po raw ay should answer to how often do they code
switch po. Ask first daw po muna kung gaano po kainvolve yung mga espondents
po sa code-switching. Mag-start po raw muna to frequency before answering the
factors po.
 SOP 5 – perception po ng respondents sa peers and teachers po na nagcocode-
switch. Hindi na lang po pinalagay ni Dean ng in terms of SOP po. Sa
questionnaire na lang po raw naming iinclude po yun.