Abstract
The mother tongue plays a vital role in facilitating the understanding of English grammar, making it easier for students to grasp complex concepts. Its use in teaching can bridge linguistic gaps, leading to more effective language acquisition. Therefore, the current study investigates the role of the mother tongue (L1) and its impact on learning English grammar, particularly Tenses, at the elementary level in District Karak. The main objective was to examine how using the native language, Pashto, affects students' understanding of English grammar. The research was experimental, employing a pre-test and post-test equivalent-groups design. Two groups of students were formed: an experimental group, taught using a combination of the target language (English), national language, and mother tongue, and a control group, taught exclusively in English. Students were assigned to these groups based on random sampling, ensuring balanced placement. The findings revealed no significant difference in the pre-test and post-test results of the control group, while the experimental group showed notable improvement in their post-test scores. The study recommends incorporating the mother tongue in English grammar instruction at the elementary level and suggests similar investigations in girls' schools.
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