Impact of English Proficiency and Bilingual Instructions on the Student Performance: A Hypothetical Study
Hisham A. Maddah

This proposed study hypothetically aims to identify the impact of bilingual instructions and English proficiency of student/faculty on the student academic performance in international universities. Research problem has been discussed through a literature review on related topics such as Faculty's teaching quality, communication and understanding, student academic performance and monolingual vs. bilingual instructions. Study framework involves: (1) gathering mixed-methods data (quantitative/qualitative), (2) analysis of the data for studying the students/faculty performance, (3) consideration of different instruction settings with common selected variables. A step-by-step procedure (methodology) has been provided with sample sizes of 40 students (divided equally into two classrooms) and 10 faculty staff selected for data gathering through developed survey and/or interview questions. Results should either support or disprove the original hypothesis that international students who have good English proficiency and taught in bilingual instructions are more successful than students who have poor English proficiency and taught in English-language only (monolingual). Research instruments included both evaluation tests and questionnaire surveys. Data were analyzed through a scaled score system were 0 refers to the lowest and 10 refers to the highest. Analyzed hypothetical results determined that the performance of international students was much better for students who had good English proficiency and taught in bilingual-instruction classes.

Full Text: PDF     DOI: 10.15640/jehd.v8n2a6