Huma Imran Khan


The prime purpose of this study was to explore a correlation
between bilingual instruction in an ESL class and the class
performance of the ESL learners at the secondary level. Quantitative
research method was used to evaluate the test performance of 60 ESL
learners divided into two groups: One was the controlled group (which
was given instructions in L2 only) and the other was the treatment
group (which was given instructions in both L1 and L2) in Public
School settings. Apart from the students, 15 language teachers’ feedback
upon their perceptions of L1 usage in L2 classrooms was taken
by using the Likert scale feedback forms. The results confirmed that
the instructions given bilingually are directly associated to improved
learner outcomes and teachers’ responses for the usage of L1 in
classrooms showed a strong positive response.


bilingual instructions, learner performance, mixed coding, second language

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This work is licensed under a Creative Commons Attribution 4.0 International License