Analyzing the Impacts of Code-switching on Foreign Language Classroom Anxiety and English Language Problems through Path Analysis

Abstract

This study mainly intended to identify the mediating effect of code-switching on the relationship between foreign language classroom anxiety and English language problems. It also aimed to determine the level of the variables and to determine the relationships that naturally exist between them. It employed descriptive-correlational research design. The study was conducted in three private schools in Davao City, Philippines, between May 2022 and March 2023. This study included 300 senior high school academic track students from three private schools in Davao selected using stratified sampling technique. The data were gathered online using an adapted survey questionnaire which has been tested for content validity and checked for reliability using Cronbach Alpha. The data were analyzed using Mean, Pearson’s r, and path analysis. Results revealed that code-switching had no mediating effect on the relationship between foreign language classroom anxiety and English language problems (P=.509). Additionally, it was indicated that there was a high level of foreign language classroom anxiety (X̄=3.61) and code-switching (X̄=3.93) and a moderate level of English language problems (X̄=3.05). It was also revealed that there is a significant and positive relationship between foreign language classroom anxiety and English language problems (R=.624, P=.000), foreign language classroom anxiety and code-switching (R=.451, P=.000), and code-switching and English language problems (R=.257, P=.000). Thus, the findings of the study showed that the use of code-switching neither removed nor significantly reduced the relationship between foreign language classroom anxiety and English language problems. This study prominently offered clarification on the ongoing global debate on whether code switching has beneficial or detrimental effect on English language learners.