Abstract

This study examines the impact of Bapsi Sidhwa's “The Pakistani Bride” on English as a Second Language (ESL) learners, utilizing Krashen's Comprehensible Input Hypothesis and Van Dijk's Discourse Model. Through a mixed-methods approach—incorporating quantitative surveys, qualitative interviews, and classroom observations—the research evaluates the novel’s effects on language proficiency, cultural awareness, and student engagement. Results indicate significant gains in vocabulary and reading comprehension, with scores increasing from 65% to 80% and from 70% to 85%, respectively. Cultural awareness improved from 60% to 75%, while engagement and motivation scores rose from 55% to 80% and from 60% to 85%, respectively. Teacher feedback highlighted the benefits of the novel but also identified challenges in curriculum integration. The study recommends incorporating diverse texts into ESL curricula, enhancing teacher training, and providing additional resources to support literature-based instruction. These findings align with Krashen’s and Van Dijk’s theoretical frameworks, demonstrating the novel's value in enriching ESL education.