AN ANALYSIS OF STUDENTS’ ENGLISH SPEAKING SKILLS UNDER ENGLISH- ONLY AND BILINGUAL INSTRUCTION

Abstract

The choice of instructional language plays a significant role in shaping learners’ oral proficiency, particularly in English as Second Language (ESL) contexts where students encounter varying degrees of exposure to the target language. This study examines students’ English speaking skills under two instructional approaches: English-only instruction and bilingual instruction. The study aims to determine whether the exclusive use of English or the strategic integration of students’ first language produces greater improvements in English speaking proficiency. Using a comparative quantitative research design, the study evaluates students’ performance across key dimensions of oral communication, including fluency, accuracy, pronunciation, vocabulary, and overall communicative competence. Participants are divided into English-only and bilingual instructional groups and assessed through pre-test and post-test speaking tasks. The findings indicate differences in students’ speaking performance across the two instructional conditions, suggesting that the instructional language has a measurable influence on the development of oral English proficiency. While English-only instruction provides greater exposure to the target language and encourages sustained English interaction, bilingual instruction may facilitate comprehension, reduce communication-related difficulties, and provide strategic support for learners when addressing complex linguistic concepts. The study consequently highlights the importance of balancing target-language exposure with appropriate first-language support rather than adopting a rigid monolingual approach. The findings contribute to ongoing debates concerning language-of-instruction policies and provide pedagogical implications for ESL teachers seeking to enhance students’ speaking proficiency through contextually appropriate instructional practices.