The Role of Learners’ Attitudes Toward Parental Involvement in L2 English Learning

Kim, Jung‐Tae; Barrett, Rusty

doi:10.5539/elt.v12n1p18

Cited by 5 publications

(5 citation statements)

References 37 publications

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“…In South Korea, Kim and Barrett (2019) investigated 254 elementary school children and found a positive correlation between parents' involvement and their children's English proficiency. However, they also suggest that if children have negative attitudes toward parents' involvement, parental involvement could lose its positive effect on children's learning.…”

Section: Parental Influence On L2 Learners' Motivation In Sdtmentioning

confidence: 99%

Sociocultural Influences on Young Japanese English Learners: The Impact of Parents’ Beliefs on Learning Motivation

Tanaka,

Takeuchi

2024

JPLL

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In this quantitative study, we investigated the relationships between parenting and young learners' English learning-specifically parents' sociocultural influence on elementary school children's motivation-within the framework of self-determination theory (SDT). We surveyed 212 dyads of Japanese parents and their children (8-12 years old) and used structural equation modeling to elucidate the causal relationship between parents' attitudes and children's motivation for their second language (L2) learning, which is English as a foreign language learning context in this study. We found that parental involvement in children's English education positively impacted children's perceived competence in L2 learning and their interest in other countries, improving their L2 learning motivation. This demonstrates that parental involvement is a significant predictor of young learners' L2 motivation in Japan. We also identified a discrepancy between children's and parents' perceptions. Parents believe their involvement in children's L2 learning is autonomy-supportive behavior, while children do not always perceive this. We conclude that parental involvement in children's home L2 learning supports children's learning motivation. Our final model expands the SDT framework for language learning and covers both parenting and language learning research realms, improving our understanding of how parental attitudes and behavior influence children's L2 learning.

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Section: Parental Influence On L2 Learners' Motivation In Sdtmentioning

confidence: 99%

Sociocultural Influences on Young Japanese English Learners: The Impact of Parents’ Beliefs on Learning Motivation

Tanaka,

Takeuchi

2024

JPLL

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“…Al-Iman, Kraksaan, Probolinggo, RA, Irtiqoiyah, Krejengan, Probolinggo, and RA Masyitoh, Leces, Probolinggo, show the importance of parental involvement in the success of early childhood learning activities in the pandemic. The role of parents in children's education is required to understand how much they must be involved and how they must interpret the form of involvement in children's learning at home (Kim & Barrett, 2019). Participation impacts aspects of children's knowledge, attitudes, and skills and strengthens the commitment of parents to play an active role (Rahman, 2014).…”

Section: Problem Solvermentioning

confidence: 99%

Risk Mitigation Strategy; Parental Involvement To Enhance Early Childhood Learning

Norman,

Baharun,

Iswandari

et al. 2023

J. Obs. J. Pendidik. Anak Usia Dini

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This study aims to analyse and understand the risk mitigation of Coronavirus Disease (COVID-19) through parental involvement in early childhood learning activities. It employs a qualitative approach within a case study research design. The research locations cover (1) Al-Iman Islamic Kindergarten, (2) Irtiqoiyah Islamic Kindergarten, and (3) Masyitoh Islamic Kindergarten, Probolinggo, East Java, Indonesia. The results show that these kindergartens apply the same method in learning activities during the Covid-19 pandemic. They use familiar and straightforward electronic media that actively involve parents in student learning enhancement. Apart from this, the parental-involvement strategy incorporates two-way communication between teachers and parents of students, which opens opportunities to solve student learning problems. The findings of this study are collaborative parenting in making learning activities effective in schools. This research has implications for the importance of the cooperation of parents and teachers in making learning effective to achieve the specified goals.

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“…Parental attention in other forms can be providing guidance and advice, supervising learning, providing motivation and rewards, and fulfilling learning facilities (Assefa & Sintayehu, 2019;Kim & Barrett, 2019). Providing guidance and advice makes children have ideals; providing supervision over their learning is to provide motivation and rewards so that children are encouraged to learn and excel, while the fulfillment of the facilities needed in learning is so that children are more firmly established in an idealism to be achieved by utilizing available facilities there is.…”

Section: Counseling For Studentsmentioning

confidence: 99%

Mutual Relationship Management Between Teachers and Parents: Strategies for Improving Student Learning Outcomes

Tantowi¹,

Subhan

Romadon³

et al. 2022

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This study aims to understand the mutual relationship between teachers and parents in improving student learning outcomes. The site of this research is SMA NU 01 Al-Hidayah Kendal. This research uses a qualitative case study approach, where the researcher tries to understand the meaning behind the phenomena that occur in the field through interviews, observations, and documentation. The results showed that the mutual relationship built by the school to make teachers and parents more intimate in improving student learning outcomes was carried out through careful and systematic planning by involving all school parties to obtain optimal results. The planning carried out then carried out optimally and carried out jointly by the school with a mutualistic symbiotic principle and continued with an evaluation with the principle of continuous improvement.

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The Role of Learners’ Attitudes Toward Parental Involvement in L2 English Learning

Cited by 5 publications

References 37 publications

Sociocultural Influences on Young Japanese English Learners: The Impact of Parents’ Beliefs on Learning Motivation

Sociocultural Influences on Young Japanese English Learners: The Impact of Parents’ Beliefs on Learning Motivation

Risk Mitigation Strategy; Parental Involvement To Enhance Early Childhood Learning

Mutual Relationship Management Between Teachers and Parents: Strategies for Improving Student Learning Outcomes

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