Exploring Bilingual Language Awareness through Oral Self-Introduction: A Study of Academic Performance among Cebuano-English College Students

Authors

  • Fatima Norliza R. Pantonial

    College of Education, Arts and Sciences, Cebu Technological University, Carmen 6005, Philippines
  • Ana Aubrey J. Porlas

    College of Education, Arts and Sciences, Cebu Technological University, Carmen 6005, Philippines
  • Ken D. Gorro

    Center for Cloud Computing, Big Data, and Artificial Intelligence, Cebu Technological University, Carmen 6005, Philippines
  • Mary Ann A. Apor

    College of Education, Arts and Sciences, Cebu Technological University, Carmen 6005, Philippines
  • Elmo B. Ranolo

    Center for Cloud Computing, Big Data, and Artificial Intelligence, Cebu Technological University,  Carmen 6005, Philippines
  • Mariane C. Batiquin

    College of Education, Arts and Sciences, Cebu Technological University, Carmen 6005, Philippines

DOI:

https://doi.org/10.30564/fls.v7i11.11524
Received: 7 August 2025 | Revised: 18 August 2025 | Accepted: 21 August 2025 | Published Online: 17 October 2025

Abstract

This mixed-methods correlational study investigated the relationship between metalinguistic awareness and academic performance among 150 Cebuano-English bilingual college students aged 18–21 from universities in Cebu, Philippines. The study examined how students' awareness and strategic use of multiple languages related to their academic success, particularly in reading comprehension and critical thinking. Data were gathered through metalinguistic awareness assessments, academic records, oral self-introductions, and qualitative interviews. Results revealed that while students showed strong reading comprehension in English, their writing and speaking frequently involved code-switching and language mixing. Statistical analysis indicated a moderate positive correlation (r = 0.42, p < 0.01) between metalinguistic awareness and overall academic performance, with higher awareness associated with more strategic language use and better academic out-comes across subjects. However, code-switching during formal writing and speaking negatively influenced comprehension scores in English-only assessments. Qualitative findings further showed that students with higher metalinguistic awareness could articulate reasons for their code-switching but continued to struggle with maintaining strict language separation in academic contexts. Notably, 73% of participants displayed balanced bilingual profiles, yet their comprehension declined when natural code-switching tendencies were restricted. These findings suggest that while metalinguistic awareness provides cognitive advantages for bilingual students, institutional expectations of monolingual performance may conflict with natural multilingual processing. The study highlights the importance of pedagogical approaches that recognize and leverage multilingual competencies, offering implications for curriculum design and assessment practices in Philippine higher education and other multilingual learning environments.

Keywords:

Metalinguistic Awareness; Bilingual Education; Code-Switching; Academic Performance; Reading Comprehension; Cebuano-English Bilinguals; Philippine Higher Education

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How to Cite

R. Pantonial, F. N., J. Porlas, A. A., D. Gorro, K., A. Apor, M. A., B. Ranolo, E., & C. Batiquin, M. (2025). Exploring Bilingual Language Awareness through Oral Self-Introduction: A Study of Academic Performance among Cebuano-English College Students. Forum for Linguistic Studies, 7(11), 27–44. https://doi.org/10.30564/fls.v7i11.11524

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Vol. 7 , Iss. 11 (November 2025): In progress

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Article (This article belongs to the Topical Collection“Technology-Enhanced English Language Teaching and Learning: Innovations and Practices”)

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Copyright © 2025 Fatima Norliza R. Pantonial, Ana Aubrey J. Porlas, Ken D. Gorro, Mary Ann A. Apor, Elmo B. Ranolo, Marianne C. Batiquin

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