Effects of Code-Switching on Students’ Learning and Motivation in Online Class Discourse: Inputs for Language Planning

Abstract

In the inclusive context of education, learners may have a challenging mechanism that affects the way that teachers teach, manage, and supervise the academic environment; one should be adept and critical of the needs and learning outcomes expected in a deliberative discourse online. The ultimate goal of education is to provide students with learning and earn a reputation for their future careers. Herein, the study aimed to determine and investigate the effects of code-switching on students’ learning and motivation to address the deteriorating competencies; research through descriptive-exploratory as design; and thematic analysis to interpret the responses. This study is supported by the Cycle of Language Learning encapsulated based on the theory of the Common Underlying Proficiency (CUP) by J. Cummins. Here there shall be no single language effective, but rather languages that require flexibility for grounded discourse. Inevitably, the use of superior language will guide them in learning and cultivation. Findings showed that the preferred languages or Media of Instruction (MOI) are Filipino and English for non-linguistic subjects that obtained 64.86% appraisal, code-switching emerged to have a positive implication on learning, motivation, and discourse; a more comprehensible than a foreign language. Indeed, code-switching is a favorable alternate language or a method of teaching for a culturally-connected discourse crucial in teaching in the new normal education