Immersion in English language at higher education level might not benefit students who did their schooling in their mother tongue, native tongue, or regional language. L2 classroom is the only way for the students who come from economically and socially backward communities to learn the language. When the instruction is fully in English, these students feel left out and disconnected. They are not motivated enough as the means to attain goals is not clear. Therefore, it is hypothesized that a bilingual mode of instruction that makes use of the students’ existing language repertoire might motive them and help them achieve better in L2 learning. This paper has analysed and suggested various motivational models explaining the relationship between students’ attitudes and achievement in second language skills. Quantitative and qualitative methods were used to study students’ attitudes towards learning and their efficiency in achieving the target language.