On the English Language Achievement of Bilingual and Monolingual Iranian High School Students: A Comparative Study

A country like Iran is a remarkable example of monolingualism, bilingualism, and multilingualism. There is hardly any valid argument against the potential magnitude of various forms of linguistic, sociocultural, anthropological, etc research studies conductible in Iran due to this immense linguistic diversity. This plus the fact that primary, junior high, and high school education all over this multilingual and multicultural land is entirely centralized makes the evaluation of the students' achievements in all the disciplines that they study all the more necessary. The prime aim of this research put into four hypotheses and four research questions is to find out whether there exists a significant difference between the English language achievement of bilinguals and monollnguats in Iran and a secondary objective of finding whether there is such difference between males and females. The findings of the study confirmed that there is no significant difference between the English language achievement of monolingual and bilingual Iranian students studying in the pre-university grade although there exists a significant difference in this regard among the different bilingual samples. Also, the study suggests that there is a significant difference between the rate of the English language achievement of male monolinguals and male bilinguals but no such difference ,vithin the females. On the whole, the findings of this research study show that bilinguality among Iranian high school students does not seem to have a significant impact on their English language achievement.