Language Learning Style, Attitudes toward Code-Switching and Second Language Acquisition of Grade 11 Senior High School Students in Davao Oriental
Mary Grace Salientes
Received: 04 November 2025; Revised: 30 December 2025; Accepted: 5 January 2026; Published: 10 January 2026
DOI: https://doi.org/10.66074/CD21XS90
Abstract
Second language acquisition in multilingual settings depends on how learners process input and how they position themselves toward the languages used in class. This study examined the associations among language learning style, attitudes toward code switching, and second language acquisition among 283 Grade 11 students from three public senior high schools in Davao Oriental, Philippines, using a descriptive correlational design. Learners completed standardized scales on Kolb-based learning styles, attitudes toward teacher and student code switching, and internal and external factors that support English acquisition. Data were analysed using descriptive statistics, Pearson correlations, and multiple regression. Reflector style emerged as the most preferred learning style and overall language learning style was high, while attitudes toward code switching were also high. Both language learning style and attitudes toward code switching correlated positively with second language acquisition, yet only language learning style uniquely predicted second language acquisition in the regression model. The findings highlight the central role of learning style preferences in English development and point to a more nuanced, context-sensitive use of code switching in Philippine senior high school classrooms.
Keywords: second language acquisition, language learning styles, code switching, multilingual education, Philippines
Author Information: University of the Immaculate Conception, Davao City, Philippines; [email protected]
Volume 2, Issue 2, June 2026