Abstract
English proficiency is considered a frontline skill especially among Humanities and Social Sciences students in the locality. This study was conducted to explore what particular types of code-switching affect the speaking performance among HUMSS. It determined the students’ demographic profile, types of English reading materials, time spent in reading, types of media, time spent in viewing and length exposure to English conversations, frequency of code-switching, and their level of speaking performance. The study used the Spearman rank correlation coefficient to determine the relationships between the demographic profile and the types of code-switching used in the conversation and the relationship of the types of code-switching and the level of speaking performance. The findings revealed that the speaking performance of the respondents is not generally affected by their exposure to English conversation. Nonetheless, it was found out that exposure to English reading materials and media corresponds to students’ fluency in speaking. In addition, using intra-sentential and tag code-switching make students speak fluently in the conversation. With this, it is concluded that intra-sentential and tag code-switching are communicative pedagogical approaches that can be adopted to meet classroom language needs. Likewise, the availability of learning materials either English reading materials and media or multimedia sources at home and in the classroom are crucial factors to foster students speaking performance. Thus, the study highly recommends that the conduct of intervention to students’ low level of speaking performance through the exposure to English reading materials and media, as well as the creation of home libraries and innovative media sources to promote students’ literacy skills.
Highlights
English proficiency is considered a frontline skill especially among Humanities and Social Sciences students in the locality
The study sought to answer the following questions: 1. What is the demographic profile of Humanities and Social Sciences Students in terms of the following? 1.1 types of English reading materials, 1.2 length of time spent in reading English reading materials 1.3 length of time exposed to English conversation and 1.4 length of time exposed to media?
HUMSS STUDENT’S DEMOGRAPHIC PROFILE types of English reading materials length of time spent in reading English reading materials length of time exposed to English conversation length of time exposed to media
Summary
English proficiency is considered a frontline skill especially among Humanities and Social Sciences students in the locality. Probyn (2010) observed that code-switching is a strategy that can achieve many communicative ends in the learning environment It moves back and forth between two languages or between two dialects or registers of the same word that usually occurs in conversation (Chloros, 2009). According to AlQaysi (2016) finding, students agree with the issue that code-switching helps them in learning new words from the educators while they are switching between the target language and first language. It means that the second language learners believed that this language phenomenon is beneficial in the communicative means, especially in acquiring and transferring ideas. While Lee’s (2010) investigation using the native language makes an opportunity for knowledge improvement, confidence promotion, as well as cultural and social identity
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