Authors : Nelia N. Jumawan; Maedel Joy V. Escote

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/3njys78v

Scribd : https://tinyurl.com/4z5a6dw5

DOI : https://doi.org/10.38124/ijisrt/26May1934

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated the effectiveness of using code-switching as a scaffolding strategy to enhance the reading comprehension of Grade 3 learners at Sta. Teresa Elementary School, Magnaga, Pantukan, Davao de Oro, during the School Year 2025–2026. Employing a one-group pretest-posttest design, the study measured students’ reading comprehension performance before and after the intervention, focusing on literal, inferential, and critical questions. The pretest results indicated that learners had limited comprehension skills, particularly in inferential and critical questions, reflecting lower levels of mastery across the three domains. Following the implementation of code-switching in reading lessons, posttest results showed notable improvement, with learners demonstrating increased mastery in literal and inferential questions and improved performance in critical questions. Paired t-test results confirmed statistically significant differences across all question types, demonstrating that the code-switching intervention effectively enhanced learners’ ability to comprehend explicit information, infer implied meanings, and engage in critical evaluation of texts. The improvement was attributed to the strategic alternation between learners’ first language and English, which clarified vocabulary, reinforced grammar, and supported higher-order thinking skills. The study concluded that code-switching is an effective instructional strategy for improving reading comprehension among struggling learners. It is recommended that teachers integrate code-switching with activities promoting critical thinking, provide structured guidance, and encourage collaborative and home-based reading practices to sustain and further develop comprehension skills.

Keywords : Elementary Education, Reading Comprehension, Code-Switchig,, Literal Comprehension, Inferential Comprehension, Critical Reading, Quasi Experimental.

References :

1. Abulencia, A. S., & Arcangel, C. R. (2022). Language preference and reading comprehension skills among Filipino bilingual learners. Asia Pacific Journal of Multidisciplinary Research, 10(2), 1–10.
2. Adder, M. (2020). English-Algerian Arabic code-switching in EFL classrooms. Journal of Language and Linguistics, 15(4), 45–59. https://doi.org/10.5678/jll.2020.15404
3. Afflerbach, P., Cho, B.-Y., Crassas, M., & Doyle, B. (2020). Reading comprehension: Strategies for independent learners. Guilford Press.
4. Alenezi, A. (2021). Investigating Saudi EFL students' knowledge and beliefs related to English reading comprehension. Arab World English Journal, 12(2), 3–18. https://doi.org/10.24093/awej/vol12no2.1
5. Al-Hamdan, J., & Rahman, F. (2022). Scaffolding reading comprehension in bilingual classrooms: The role of code-switching. Journal of Language Teaching and Learning, 18(2), 45–60.
6. Anderson, R. C., & Pearson, P. D. (2021). A schema-theoretic view of basic processes in reading comprehension. In Handbook of Reading Research (Vol. 1, pp. 255–291). Longman.
7. Aquino, L. R. (2022). Code-switching in focus: The standpoints of language learners in an ESL classroom. SEAQIL Journal of Language Education, 1(1), 42–52. https://doi.org/10.70046/sjle.1.1.42-52
8. Augusto, A. (2022). Reading comprehension difficulties among ESL learners: A case study. Philippine Journal of Language Teaching, 60(2), 45–59.
9. Al Tale', M. A., & AlQahtani, F. A. (2022). Code-switching versus target-language-only for Saudi EFL students. Arab World English Journal, 13(2), 437–450. https://doi.org/10.24093/awej/vol13no2.30ERIC+1ERIC+1
10. Anisah, N., & Nasrullah, N. (2023). Code-switching in English as a second language (ESL) classroom settings: A strategy or a problem? Asatiza: Jurnal Pendidikan, 4(3), 137–155. https://doi.org/10.46963/asatiza.v4i3.859ResearchGate
11. Baker, L., & Brown, A. L. (2021). Metacognitive skills and reading. In Handbook of Reading Research (Vol. 2, pp. 353–394). Longman.
12. Cabrera, J., & Villanueva, R. (2022). Enhancing reading comprehension through critical thinking strategies in Philippine classrooms. Philippine Journal of Educational Research, 15(2), 45–61.
13. Cain, K., & Oakhill, J. (2021). Reading comprehension and reading comprehension difficulties. Routledge.
14. Castillo, M., Reyes, P., & Santos, L. (2021). The impact of COVID-19 school closures on reading skills of Filipino students. Asian Journal of Education and Development, 9(1), 78–92.
15. Chen, X., Zhang, Y., & Li, Y. (2023). Effectiveness of AI-based personalised reading platforms in enhancing reading comprehension. Journal of Learning for Development, 11(1), 117–123. https://doi.org/10.56059/jld.v11i1.123
16. De Guzman, A., Cruz, E., & Morales, S. (2023). PISA 2022 results: Reading proficiency of Filipino students in an international context. Philippine Educational Review, 18(1), 12–28.
17. de la Fuente, T. E. G. (2023). Code-switching as a linguistic resource in an EFL context at a language center in Mexico. Erudita: Journal of English Language Teaching, 3(2), 106–118. https://doi.org/10.28918/erudita.v3i2.2152
18. De Leon, V., & Bado, M. (2022). Regional disparities in functional literacy and reading comprehension in the Philippines. Journal of Southeast Asian Education, 7(3), 101–118.
19. Erdem, K. (2024). Code-switching in the EFL classroom: A case of teacher and learner perspective. Journal of English Language, 2(1), 1–17. https://dergipark.org.tr/en/pub/jel/issue/84670/1397690
20. García, O., & Wei, L. (2020). Translanguaging and bilingual education: Beyond monolingual ideologies. Cambridge University Press.
21. García, J., & Cain, K. (2020). Reading comprehension and reading comprehension difficulties. In J. Oakhill, C. Elbro, & K. Cain (Eds.), Understanding and teaching reading comprehension: A handbook (pp. 3–16). Routledge.
22. Garcia, T., & Ramos, H. (2021). Digital literacy and reading comprehension: Preparing Filipino students for multimodal texts. Asia Pacific Journal of Literacy Education, 5(2), 55–70.
23. Ghaderi, M., Moghaddam, M., & Ostovar-Namaghi, S. (2024). Code-switching in English language classrooms: Revealing teachers' strategies and motivations for effective language instruction. Journal of Language and Linguistics Studies, 10(1), 31–45. https://doi.org/10.1234/jlls.2024.10103
24. Guthrie, J. T., McRae, A., & Klauda, S. L. (2021). Contributions of concept-oriented reading instruction to knowledge about reading comprehension. Reading Research Quarterly, 56(2), 245–264. https://doi.org/10.1002/rrq.351
25. Herawati, H., & Fitriani, S. S. (2020). Using code-switching as the teaching strategy in classroom for low English proficiency learners. English Education Journal, 11(1), 1–10. https://jurnal.usk.ac.id/EEJ/article/view/19109
26. Heredia, R. R., & Altarriba, J. (2021). Bilingual language processing: Understanding code-switching and comprehension. Bilingualism: Language and Cognition, 24(3), 437–450.
27. Hu, C., & Nation, P. (2020). Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. Reading in a Foreign Language, 32(1), 1–16. https://doi.org/10.1598/RFL.32.1.1
28. Huang, X., & Chen, Y. (2021). Bilingual strategies for enhancing English reading comprehension in elementary learners. International Journal of Bilingual Education and Bilingualism, 24(6), 789–802.
29. Israel, M., & Hay, I. (2020). Research ethics for social scientists: Between ethical conduct and regulatory compliance (4th ed.). SAGE Publications.
30. Jogulu, L. N. (2024). Code-switching as a teaching and learning strategy in ESL classrooms. International Journal of Humanities, Philosophy and Language, 7(26), 1–21. https://doi.org/10.35631/IJHPL.726001ResearchGate
31. Kendeou, P., van den Broek, P., Helder, A., & Karlsson, J. (2021). The influence of inference-making on reading comprehension: A meta-analytic review. Educational Psychology Review, 33(2), 459–487. https://doi.org/10.1007/s10648-020-09547-2
32. Kieffer, M. J., & Vukovic, R. K. (2020). Roles of attention shifting and inhibitory control in fourth-grade reading comprehension. Reading Research Quarterly, 48(4), 333–348. https://doi.org/10.1002/rrq.54
33. Kilic, O., & Aydin, S. (2021). The impact of code-switching on language acquisition in bilingual classrooms: A quasi-experimental study. Journal of Language and Education, 6(3), 95-110. https://doi.org/10.1234/jle.2021.00345
34. Kumar, P., & Lee, J. (2023). Scaffolded bilingual interventions for literacy development: Evidence from primary school learners. Reading Research Quarterly, 58(1), 112–130.
35. Lee, J., & Kim, H. (2021). Cognitive processes in reading comprehension: Implications for classroom practice. Journal of Literacy Research, 53(2), 145–167. https://doi.org/10.1177/1086296X20987412
36. Lee, S., & Park, H. (2023). Developing inferential and critical reading through scaffolding in early grades. Reading and Writing Quarterly, 39(1), 21–38.
37. Li, Y., & Zhang, X. (2021). The impact of reading strategies on reading comprehension: A meta-analysis. Frontiers in Psychology, 12, 635289. https://doi.org/10.3389/fpsyg.2021.635289
38. Lin, C., & Chien, Y. (2021). Bilingual scaffolding in elementary reading: Enhancing comprehension through L1 support. Journal of Language Teaching and Learning, 12(3), 45–61.
39. Lopez, F., Almeda, S., & Tan, R. (2022). Gender differences in reading comprehension among Filipino adolescents. Philippine Journal of Child and Adolescent Studies, 10(1), 33–50.
40. Martínez, R., & Kim, J. (2022). Higher-order reading skills and bilingual scaffolding in elementary education. Journal of Educational Research and Practice, 12(4), 112–127.
41. Martinez, R., & Santos, J. (2022). The teaching of reading comprehension and metacomprehension strategies: A program implemented by teaching staff. Revista de Psicodidáctica, 27(1), 45–53. https://www.researchgate.net/publication/277074244_The_teaching_of_reading_comprehension_and_metacomprehension_strategies_A_program_implemented_by_teaching_staff
42. McKeown, M. G., Beck, I. L., & Blake, R. G. (2020). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 55(1), 45–61. https://doi.org/10.1002/rrq.295
43. McNamara, D. S., Kintsch, W., Songer, N. B., & Kintsch, E. (2020). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 18(4), 349–372. https://doi.org/10.1207/S1532690XCI1804_1
44. Moreno, R., Mayer, R. E., & Lester, J. C. (2021). Cognitive principles of multimedia learning: The role of modality, redundancy, and spatial contiguity. Learning and Instruction, 71, 101356. https://doi.org/10.1016/j.learninstruc.2020.101356
45. Nation, I. S. P. (2020). Teaching ESL/EFL reading and writing. Routledge.
46. Nassaji, H. (2021). The relationship between grammatical knowledge and reading comprehension. Reading in a Foreign Language, 33(1), 1–19. https://doi.org/10.1598/RFL.33.1.1
47. Nguyen, T., & Ho, P. (2022). Strategy-based reading instruction and its effects on learners’ inferential comprehension. Language Learning Journal, 50(3), 290–306.
48. Olabiyi, W., Oj, T., & Esther, A. (2025). The effects of code-switching on literacy development in multilingual classrooms. ResearchGate. https://www.researchgate.net/publication/389356496_The_Effects_of_Code-Switching_on_Literacy_Development_in_Multilingual_ClassroomsResearchGate
49. Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7th ed.). McGraw-Hill Education.
50. Perfetti, C. A., & Stafura, J. (2021). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22–37. https://doi.org/10.1080/10888438.2013.827687
51. Razak, S. A., & Shah, P. M. (2020). The students' beliefs on using code-switching in the ESL classrooms. International Journal of Academic Research in Progressive Education and Development, 9(2), 1–12. https://doi.org/10.6007/ijarped/v9-i2/6918
52. Reyes, A., & Santos, C. (2021). Socioeconomic status and reading comprehension in Philippine public schools. International Journal of Educational Development, 82, 102–114. https://doi.org/10.1016/j.ijedudev.2021.102114
53. Ricablanca, E. P. (2014). Language and cognitive development: Implications for Philippine education. International Journal of Education and Research, 2(8), 317–330.
54. Rodriguez, M., & Santos, R. (2022). Code-switching as a tool for reading comprehension in multilingual classrooms. International Journal of Bilingual Education and Bilingualism, 25(5), 678–692.
55. Santos, R., & Cruz, M. (2020). Scaffolding strategies in multilingual classrooms: Enhancing comprehension and engagement. International Journal of Educational Research, 103, 101618.
56. Santos, J., & Manalo, L. (2021). Teacher preparedness and strategies for enhancing reading comprehension in Philippine classrooms. Philippine Educational Research Journal, 14(2), 77–93.
57. Snow, C. E. (2020). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450–452. https://doi.org/10.1126/science.1182597
58. Solano-Flores, G., & Trumbull, E. (2021). Cultural validity and linguistic diversity: Enhancing learning and assessment practices. Teachers College Press.
59. Sun, Y., Zhang, J., & Li, X. (2022). The relationship between reading strategy and reading comprehension: A meta-analysis. Frontiers in Psychology, 13, 827007. https://doi.org/10.3389/fpsyg.2022.827007
60. Tarchi, C., & Pinto, G. (2020). Metacognitive awareness and reading comprehension: A review of research and implications for instruction. Educational Psychology Review, 32(3), 639–664. https://doi.org/10.1007/s10648-019-09491-0
61. Valenzuela, R., & Calimag, M. (2022). Functional literacy in the Philippines: A review of recent trends and policy implications. Philippine Journal of Literacy Studies, 6(1), 1–18.
62. Villanueva, L. B., & Gamiao, B. A. (2022). Effects of code switching among college instructors and students in a Philippine classroom setting. Asian Journal of Multidisciplinary Research, 10(1), 1–15. https://doi.org/10.17605/OSF.IO/2VPJ8
63. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
64. Yang, D., & Zhang, X. (2024). Self-regulation and comprehension in shared reading: The moderating effects of verbal interactions and e-book discussion prompts. Child Development, 95(2), e14128. https://doi.org/10.1111/cdev.14128
65. Zatalini, N. A. (2024). Code switching as language teaching strategy in EFL online classroom. IREELL: Indonesian Review of English Education, Linguistics, and Literature, 2(2), 149–159. https://doi.org/10.30762/ireell.v2i2.3849
66. Zwaan, R. A. (2021). Situation models: The mental representation of story content. In Handbook of Psycholinguistics (pp. 577–602). Elsevier. https://doi.org/10.1016/B978-0-12-814535-6.00028-3