Effects of Bilingualism and Monolingualism on EFL ‎Learners’ Performance on Reading Comprehension Test

Rezvan Saffarian, Bahman Gorjian, Aghil Nejad Fazel


Abstract-Bilingualism has always been a subject for scholars since societies contain people from different backgrounds. In Khuzestan, teachers usually deal with classes which at least contain a few bilinguals. Since teaching in pure monolingual classes is undoubtedly different from instructing in classes in which the students are a mixture of bilinguals and monolinguals, teachers need a sufficient knowledge about different strategies and processes that these two groups apply in language learning. The participants of this study were 26 bilingual (Arabic-Persian) students and 35 monolingual students (Persian) majoring in English as a foreign language at Abadan University. Different testing instruments were utilized in the process of the development of the present research. A Nelson proficiency test was used to determine the students’ level of language proficiency, during the term reading strategies were taught to the students. The results showed that first, the use of strategies by bilinguals had significant effect on their better performance on reading comprehension, second; there was not a significant difference between the performance of bilinguals and monolinguals regarding their performances on reading comprehension.


Bilingualism; monolingualism; learners’ performance; reading comprehension

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