Code-Switching Practices, Self-Efficacy, and Oral English Proficiency of Grade 10 Students

This predictive, correlational study examined how code-switching, self-efficacy, and oral English proficiency among Grade 10 students might be related in a Philippine multilingual classroom context. Through stratified random sampling, 140 students from five Grade 10 sections were selected as respondents. Code-switching was the dominant language practice (overall M = 4.03, SD = 0.92), with extra-sentential switching getting the highest rating (M = 4.08, SD = 0.92). Students rated themselves as having a high level of self-efficacy (overall M = 3.85, SD = 0.94), but social self-efficacy was rated lowest (M = 3.73, SD = 0.96). The oral English proficiency of the students was rated as good overall (M = 3.73, SD = 0.53), with the greatest strengths being in the areas of comprehension (M = 4.22, SD = 0.68) and vocabulary (M = 3.97, SD = 0.45) and the weakest being grammar (M = 3.45, SD = 0.53) and organization (M = 3.36, SD = 0.53). Pearson correlations revealed no significant relationships between overall code-switching and oral proficiency (r = .063, p = .462) or between overall self-efficacy and oral proficiency (r = .032, p = .704). Additionally, multiple regression showed that code-switching subtypes and self-efficacy components did not significantly predict oral proficiency (R = .174, R^2 = .030, F (6, 133) = .691, p = .657). The results indicate that while code-switching and self-efficacy may facilitate communicative involvement, they do not naturally result in improved structural oral competency; therefore, teaching and practice opportunities are critically important. Teaching strategies should involve the purposeful use of L1/L2, meticulously designed speaking tasks, and formative feedback focusing on grammar and discourse order.