Effect of Bilingualism on Intelligence and Academic Achievement of EFL Learners

Authors

  • Shahnaz Jumani Lecturer, Department of English, University of Sufism and Modern Sciences, Bhitshah, Sindh, Pakistan
  • Dr. Saira Maqbool Assistant Professor, Department of English, Allama Iqbal Open University Islamabad, Pakistan
  • Azeem Alphonce Assistant Professor, Department of English, Forman Christian College (A Chartered University) Lahore, Pakistan

DOI:

https://doi.org/10.47205/plhr.2024(8-I)17

Keywords:

Academic Achievement, Bilingualism, Cognitive Development, EFL/ESL Learners, Intelligence, Language Proficiency And Competence

Abstract

This study aims to explore the effect of bilingualism on the academic performance and intelligence of students. As the global landscape becomes increasingly interconnected, bilingualism is gaining recognition for its potential cognitive benefits. This study focuses on the cognitive and academic outcomes of individuals immersed in a bilingual learning environment. The participants in this study are instructors in the English department at the National University of Modern Languages (NUML), Hyderabad, Sindh and students taking English as a Foreign Language (EFL) courses. The study examines whether bilingualism improves academic performance and cognitive skills in students. The research employs a mixed-methods approach, combining quantitative assessments of intelligence and academic achievement with qualitative insights gathered through interviews and surveys. The results indicate that bilingualism affects intelligence and academic success in both favourable and complicated ways. This study recommends that there is need to revisit syllabus to create connection between intelligence, academic achievement and bilingualism.

Downloads

Published

2024-01-04

Details

    Abstract Views: 85
    PDF Downloads: 47

How to Cite

Jumani, S., Maqbool, S., & Alphonce, A. (2024). Effect of Bilingualism on Intelligence and Academic Achievement of EFL Learners. Pakistan Languages and Humanities Review, 8(1), 195–204. https://doi.org/10.47205/plhr.2024(8-I)17