Speaker
Description
Parental involvement plays a crucial role in shaping children’s English as a Foreign Language (EFL) learning experiences and outcomes, yet the factors influencing this involvement remain underexplored in certain educational contexts. This study explores the factors influencing parental involvement in their children’s EFL learning. Nine Vietnamese parents of children in Grades 4 and 5, enrolled in extra English classes at a private language center in Can Tho, Vietnam, participated in the study. Using a qualitative research design and semi-structured interviews, the study identifies four key categories of factors shaping parental involvement including parent-related factors, school-related factors, child-related factors and emerging theme-related factors. These findings provide valuable insights into the dynamics of parental engagement in children’s English learning and offer practical implications for parents, educators, and policymakers. By understanding these factors, stakeholders can develop strategies to enhance parental involvement, thereby improving children’s EFL education, particularly in private language centers in Vietnam and similar educational contexts.
Keywords: Children’s EFL learning, parental involvement, influential factors, Vietnam
Biography
Ms. Do Thi Bich Thuyen is a lecturer at the department of English Teacher Education, Can Tho University, Vietnam. She has been involved in English language teaching since 2020 and is particularly experienced in teaching Listening, Speaking, and Pronunciation skills.
With a strong passion for English language education and academic research, she is committed to continuous learning and student-centered teaching. Her academic interests include English teaching methodology, parental involvement in education, and the well-being of both students and teachers.
Ms. Thuyen actively explores innovative approaches to language instruction and strives to create an engaging and supportive learning environment. She values collaboration, reflective practice, and the transformative power of education in empowering learners and educators alike. She continues to pursue professional development and seeks opportunities to contribute to research and collaborative projects in the field of English education.
