IMPACT OF CODE-SWITCHING ON LINGUISTIC AND COGNITIVE PROCESSING SPEED IN BILINGUAL UNIVERSITY STUDENTS

Abstract

This study aimed to explore the impact of code-switching on linguistic and cognitive processing speed among bilingual university students. The primary objective was to investigate how the frequency and context of code-switching affected students’ cognitive processing speed and their linguistic proficiency. The research hypothesized that a higher frequency of code-switching would correlate with improved cognitive processing speed, particularly in bilinguals, while also influencing their ability to switch between languages efficiently. The population for this study consisted of bilingual university students from a range of academic disciplines at a public university. A sample of 150 participants was selected using stratified random sampling to ensure diversity in terms of language proficiency and academic background. This was a quantitative study employing a survey study design. The study used a cross-sectional approach to collect data through a structured questionnaire, which included both self-reported frequency of code-switching and cognitive processing tasks designed to measure linguistic and cognitive speed. The data collection tools included a custom-designed survey for code-switching frequency, alongside cognitive tasks that measured reaction times and processing efficiency when switching between languages. Data were analyzed using descriptive statistics, paired sample t-tests, and regression analysis to examine the relationship between the frequency of code-switching and cognitive processing speed. The findings were expected to provide insights into how code-switching functioned as a linguistic strategy that might enhance cognitive flexibility, with potential implications for language acquisition theories and bilingual education practices. This study contributed to the growing body of research in bilingualism and cognitive psychology, highlighting the cognitive benefits of bilingual language practices in academic settings.