Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 8 (2026)

Students' Perceptions of Code-Switching Utilization and Academic Writing Performance: A Mixed-Methods Study

Cristy L. Bellela

Discipline: Linguistics

 

Abstract:

This study examined the relationship between students' perceptions of code-switching utilization and academic writing performance in a multilingual Philippine English classroom. Specifically, it aimed to: (1) determine the extent of students' perceptions of code-switching utilization, (2) assess their level of academic writing performance, (3) analyze the relationship between these two variables, and (4) explore students' perceptions of how code-switching relates to their writing. A convergent parallel mixed-methods design with connected sampling was employed. Quantitative data were collected from 98 Grade 10 students at Saint Michael's School of Padada, Inc., during the 2025-2026 school year using a survey questionnaire and an academic writing assessment. Qualitative data were obtained through semi-structured interviews with nine purposively selected students from the same group. Descriptive statistics (mean) and inferential analysis (Spearman rank-order correlation coefficient) were used for quantitative data, while thematic analysis was applied to qualitative responses. Findings revealed a high extent of students' perceptions of code- switching utilization (M = 4.15) and a good level of academic writing performance (M = 2.50). A significant weak positive relationship was found between the extent of students' perceptions of code-switching utilization and writing performance (ρ = 0.27, p = .007). Qualitative results indicated that students perceived code-switching as supporting comprehension, idea organization, anxiety reduction, and clarity of expression. The study concludes that students' positive perceptions of code-switching utilization may indicate its potential as a pedagogical resource when used strategically alongside the continuous development of English academic writing skills. However, findings are context-specific and require further investigation across diverse settings.



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