ESL Learners’ Perceptions About the Effect of Language Preferences on English Learning Outcomes

Abstract

The aim is to determine how much language preferences influence ESL learners' English language acquisition in RYK, Pakistan. In light of Gardner's socio-educational model, the current study examines the effects of the bilingual method in ESL. Answering a Likert scale questionnaire at KFUEIT University, Rahim Yar Khan, ESL students agreed that teaching in L1 boosts English proficiency by increasing confidence, speaking fluency, and understanding. The results of the surveys show that 75% of the respondents experienced improvement in their speaking skills, and 80% benefited from the knowledge obtained through the bilingual approach. A significant relationship between students' requests for bilingual education and their self-estimated level of English was discovered. Integrative motivation and positive attitudes towards the language are key factors affecting the competency level. Linguistic and psychological factors require unique approaches to enhance learning achievement. Still, the study has several drawbacks; first, the data is self-reported; second, the sample is from one region only. However, the study's strengths include advocacy for bilingual education, cultural experience, and teacher training. Thus, this study highlights the usefulness of the student-centered and contextually responsive ESL for language and accomplishment and provides specific suggestions for addressing language education in Pakistan.