Ieee tea ake THỊ TUYẾT LAN AN INVESTIGATION INTO THE INFLUENCE OF PARENTAL EXPECTATIONS AND SUPPORT ON THEIR CHILDREN’S LEARNING — ENGLISH MOTIVATION Một nghiên cứu điều tra về tác
LNTRODUCTION 1 Rationale
LITERATURE REVIEW ơ
Defining parental expectations
Expectation, according to Oxford Advanced Learners Dictionary, is a strong belief about how something should happen or how someone should behave, emphasizing its role in shaping perceptions From a psychological perspective, expectation is a dynamic mental state that influences individual responses, serving as a predictable recognition based on external contexts or the need for inner resilience, which stems from personal or observed predictions of future behaviors (Zhu, 1989) Understanding these definitions highlights the importance of expectations in both everyday life and psychological processes, impacting how people anticipate and react to various situations.
The lon parental expectation has already appeared in much literature
Parental expectations primarily encompass parents' attitudes towards their children's academic success and educational achievements (Cook, 2009) These expectations significantly influence children's academic performance, as highlighted by Boocock (1972) To clarify, Seginer (1983) defines parental expectations as parents' desires or wishes concerning their children's future academic attainments, emphasizing the impact of parental attitudes on educational outcomes.
Researchers differentiate between realistic and idealistic expectations regarding their child's academic future Realistic expectations are grounded in parental predictions based on concrete school feedback, such as children's report cards and academic performance data In contrast, idealistic expectations reflect parents' wishes, dreams, and hopeful anticipations about their children's future achievements Understanding this distinction helps clarify how parental beliefs influence educational aspirations and support strategies.
Parental expectation is defined differently by various researchers, but this study focuses on specific categories: short-term and long-term expectations Short-term expectations refer to parents’ immediate academic or social developmental goals for their children, while long-term expectations involve their future and sustained aspirations regarding children’s educational attainment Understanding these distinctions helps in analyzing how parental hopes influence children's academic performance and future success.
‘this stady will be analyzing parental expectations basing on the theory of short-term and long-term by Cook (2009) because of the following reasons
iLis is highly suitable for Vietnamese society, as the country's social development demands individuals to possess advanced knowledge, high educational qualifications, and strong foreign language skills To adapt to a competitive world and secure stable employment, people must continuously improve themselves Recognizing this, parents universally hope their children will achieve a bright and successful educational future.
Secondly, it is suitable for Vietnamese parents’ psychological development
English is the most widely spoken language globally, prompting parents to prioritize early English education for their children Many mothers and fathers believe that learning English from a young age can open up better opportunities in the future Although there is no necessity for parents to push their children into learning English, cultural expectations and aspirations for their children's success motivate them In Vietnam, parents view their children as a source of pride and property, which fuels their desire for their children to excel academically and socially in the near future.
Defining parental support 7 3, Defining children’s leamning-English motivation - I0
When parents set high expectations and express their beliefs about their children's potential, it is natural for them to want to provide the best support to help their children achieve their learning goals and targets This supportive approach can motivate children to perform better academically and develop essential skills for their future success.
Parental support is a multidimensional construct (Fan, 2001) Research studies have presented some theoretical frameworks for parental support (Gonvalez-
Research by Picnda et al (2002) and Fan (2001) indicates that certain dimensions of parental support have a more tangible impact on students’ academic achievement González-Pienda et al (2002) identified six key dimensions of parental support that are closely linked to students’ behavior in school and their attitude towards learning, emphasizing the significance of specific parental support criteria in fostering academic success.
The six key dimensions of parental influence include parents' expectations regarding their children's academic achievement and their beliefs about their children's capacity to achieve important goals Additionally, parental behaviors that demonstrate interest in their children's school work, along with their satisfaction or dissatisfaction with their children's academic performance, play a crucial role The level and type of assistance provided by parents during homework and their reinforcement behaviors to acknowledge their children's achievements further impact educational outcomes Research indicates that these dimensions collectively shape children’s motivation and success in school.
involvement may have more noticeable ctfects on students’ academic achievement than others” (p.259)
Parents are generally not directly involved in the teaching and learning activities within the school but are expected to provide financial and material support for their children's education Despite not guiding children at school, parents are considered "teachers" at home, offering significant help with homework, which are assignments given by teachers to be completed outside school hours (Lilam, 2001) Family members may assist children in completing homework or help resolve difficulties related to the syllabus, thereby influencing students' motivation Research indicates that parental support in homework significantly impacts student motivation and academic success (Singh, 2002), highlighting the critical role parents play in their children's educational development.
Research shows that parental involvement at home is crucial for fostering academic achievement, including activities like reading with children and discussing learning topics in an engaging way Parents are encouraged to promote reading, explore educational opportunities beyond the classroom, and connect school lessons to real-life experiences Setting clear rules about homework, screen time, and daily routines is essential, along with actively seeking out extracurricular activities that reinforce academic skills, encourage creativity, and support the development of children’s unique talents (Ferguson, 2007a).
Active parental involvement in children’s education and creating a stimulating learning environment at home are essential for fostering feelings of competence, control, and curiosity Such engagement encourages positive attitudes toward academics, supporting children’s overall academic development and success.
Students’ beliefs about goal attainability significantly influence their motivation; those who view goals as unachievable are less likely to attempt them, while intrinsically motivated students perceive fewer goals as unattainable because they believe effort can lead to success Parental involvement plays a crucial role in fostering student motivation by encouraging feelings of competence and positive attitudes toward learning, even if they cannot assist with specific subjects According to Grohick, Friendly, and Bellas (2009), encouragement—rather than tangible rewards—serves as a powerful catalyst for intrinsic motivation, with attention being one of the most fundamental forms of reward Children thrive on various forms of encouragement that go beyond simple praise, fueling their natural curiosity Contrary to the cliché “Curiosity killed a cat,” curiosity is a vital motivator that drives children to explore and understand new concepts The key challenge in supporting a child's learning is exercising patience and allowing them the space to discover independently; providing answers too quickly can hinder genuine understanding and long-term learning, as noted by Sansone (1989).
Researchers have identified several factors that can hinder parents from providing support, including external stressors, time and resource constraints, and unfamiliarity with their role, which can vary based on individual circumstances (Grolnick, Friendly, & Bellas, 2009) While limited resources may reduce parents’ active involvement in school activities, it does not necessarily diminish their awareness and support for their children’s academic progress Importantly, a parent’s desire to engage remains strong despite these challenges, highlighting the importance of considering diverse parental contexts in supporting family involvement.
3 Defining children’s learning-English motivation
Motivation in language learning is often defined as an internal drive that compels individuals to take action toward their goals (Harmer, 1991) When learners perceive their language learning objectives as meaningful and appealing, they are more likely to be motivated to achieve them, a process known as "action driven by motivation." However, understanding motivation in second language acquisition is complex, as it involves factors such as learners' communicative needs and their attitudes toward the second language community (Lightbown & Spada, 1999).
Motivation is a vital component of the learning process, as highlighted by Parsons, Hinson, and Brown (2001, p 28) Both learning and motivation are equally important for achieving success, with learning providing new knowledge and skills, while motivation encourages and sustains the effort needed to progress through the learning journey.
Gardner (1982), in his socio-educational model, netes that motivation is perceived to be composed of three elemenis These are ¢fforl, desire and alTecl
Effort is the amount of time and energy invested in studying a language, reflecting the learner’s dedication Desire represents the learner’s motivation and strong desire to achieve language proficiency Additionally, affective factors encompass the emotional responses related to language learning, such as anxiety, confidence, and enjoyment, which significantly influence language acquisition success.
Aree Punmanee (1991) views motivation as the process aroused by stimulus to achieve desired purposes, behaviors or conditions Motivation is the continuous process based on a person's desire
Ilarmer (1991, p 3) uses the word ‘goal’ to categorize the motivation in second language learning into two types:
L Short-term goal means when students wish to succeed in doing something in the near future, for example, students who want to pass their examination or to get good grade or high scores
A long-term goal for students often involves securing a better job in the future or achieving proficiency in communicating with speakers of the target language Setting clear and achievable long-term objectives can motivate learners to stay committed to their language learning journey Focusing on these future aspirations helps students develop the necessary skills and persistence to reach their language mastery goals.
(hat they sludy or the targel language
Krashen (198%, p.22) mentioned the following factors which are rather related to motivation that will attempt to relate the second language ability to these two Tunetions
L Integrative motivation, defined as the desire to be a part of recognized or important members of the community or that society that speak the second language TL is based on interest in learnirys the second language because of their need to leam about, associate or socialize with the people who use it or because of purpose or intention to participate or integrate in the second language using the same language in thal, community, bul sometimes 1 involves emotion or alTective factors a great deal (Saville-Troike, 2006,p 86)
2 Instrumental motivation volves the concepts of purely practical value in learning the second language in order to incroase learners’ careers or business opportunities, giving them more prestige and power, accessing scientific and techmcal information, or just passiryy a course of their sludy im school (Saville-
Troike, 2006, p 86).Furthenmore, motivation is further classified into two main categories as the following
Extrinsic motivation relers lo a desire to gol a reward and avoid punishment
Parental expectations and support and children's leaming mơtivation
To focus specifically on the impact of parental influence on children's learning, the study was designed to examine a focused aspect of this relationship Therefore, a questionnaire survey was chosen as the most appropriate research method to gather detailed insights from parents and children This approach allows for a targeted analysis of parental effects on academic performance, aligning with the study's objective to capture the “small picture” of this complex dynamic Using a questionnaire survey provides valuable, direct feedback, making it an effective tool for understanding how parental involvement shapes children's educational outcomes.
“Survey is a method of gathering information [rom a sample of individuals.”
Due to the limited scope of the thesis, two data collection methods were employed: questionnaires and interviews The questionnaire was identified as the most suitable method for this study because it allows for involving a large number of participants through a structured approach, generating extensive numerical data that can be analyzed quantitatively (Cohen et al., 2007; Gillham, 2007) Additionally, questionnaires can be administered without the researcher’s presence, especially when they consist of closed questions, making data analysis straightforward This method provides comprehensive and representative results, particularly when exploring parental influence on students’ learning involvement, as it enables a broad range of students and parents to share their opinions To supplement the questionnaires and gain deeper insights, interviews were conducted with parents and children to clarify the reasons behind their responses and gather detailed information While questionnaires efficiently collect general data, they cannot capture nuanced reasons, such as why parents expect their children to improve their English skills; therefore, interviews complemented the quantitative data to provide a more complete understanding.
METHODOLOGY 1 Method of the study
CONCLUSION AND RECOMMENDATIORS
Conclusion - 44 2 RecoimrnicndatiOHS co nhọn re 45
This study investigates parents' expectations regarding their children’s English learning, exploring how they support their children’s educational pursuits It provides insights into the relationship between parental expectations, support strategies, and students’ motivation to learn English Focused on eighth-grade students at a private secondary school, the research addresses three key questions to understand how parental involvement influences English learning motivation.
Parents have high expectations for their children’s English learning, which can be categorized into two main areas Short-term expectations include achieving top class results, developing strong reading comprehension skills, earning a place at a gifted English high school, and boosting self-esteem Long-term parental expectations focus on acquiring foreign knowledge, communicating effectively with native speakers, studying abroad, and pursuing higher education and successful careers.
Most families prioritize their children’s learning by investing in educational materials and additional language programs, such as English courses at reputable centers, teachers' homes, or with private tutors With improved living standards, parents provide comfort through facilities like reference books, English magazines, computers, and private study rooms to create an ideal study environment Despite busy schedules, families dedicate time to support children’s education by offering guidance during homework and encouraging them to study harder Notably, most parents primarily motivate their children through verbal praise rather than gifts or monetary rewards, emphasizing the importance of encouragement in academic success.
Furthermore, parents still devote time on taking care of their children’s learmng
Despite not practicing English very often, parents tend to work excessively, leaving limited time to guide their children's learning As a result, many parents focus mainly on material investments for their children's education, often overlooking the importance of managing and monitoring their child's progress This inadequate parental attention can lead to lower learning outcomes that do not meet parental expectations, highlighting the need for more balanced involvement in children’s educational development.
The study reveals a positive correlation between parental expectations and support and children's motivation to learn English; when parents provide direct attention, verbal encouragement, and talk about future education and career prospects, children tend to be more motivated However, excessively high parental expectations can create psychological pressure, leading to decreased motivation among students Additionally, many parents, despite high expectations, do not clearly assess their children’s actual learning abilities, knowledge absorption, or understanding, often focusing more on external opinions than their children’s interests This high-pressure environment can negatively impact children’s engagement and attitude towards learning English.
This study aims to identify the most effective ways to enhance parental involvement in supporting children's success in learning English After analyzing the research, several key recommendations are proposed to empower parents and improve their role in their children's language education Strengthening parental engagement can significantly contribute to better language learning outcomes for children Implementing targeted strategies to involve parents in their child's English learning process is essential for fostering academic achievement.
Firstly, strengthening the relationship between parents and schools is essential to ensure that parental involvement remains effective This collaboration helps children recognize the importance of learning and its impact on their future success.
Parents should avoid over-rewarding children with material rewards or punishing them with physical punishment when they do not achieve good results in learning English Instead, they should adopt appropriate methods of rewards and consequences to foster a positive and comfortable learning environment Creating a relaxed and pressure-free learning atmosphere helps prevent children from becoming overwhelmed or losing interest in learning English It is important to encourage children in a supportive manner to promote their enthusiasm and sustained motivation for language learning.
Parents must understand their crucial role in family life, as they are primarily responsible for caring for and educating their children Informed by this understanding, they can make appropriate decisions regarding educational investments, which significantly influence their children's future education and career opportunities.
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HIẾU ĐIỀU ERA, THỦ THẬP Ý KIÊN CỦA HỌC SLNH VỀ BỘNG LỰC HỌC TIÊN
ANIT KTIOT 8 TRUONG PTI) TIONG DOAN TIT DIEM ECOPARK
(Thông tin chỉ đùng cha công tác nghiên cin va doc pitt kin) ng ln cửa người (lưam gia nghiên cứu
Khoanh tròn đáp án từ 1— 5 theo mức độ bạn đông ý với các cầu phải biễu sau đây:
Rất đổngý — Đêngý 'Trung lập Không đồng ý 1Ioàn toàn không đỏng ý
1 | Emmuễn học tiếng Anh tốt để đạt được kết quả cao |1 2 3 4 § tiên trường
2 _ | Emmndn hoc tốt tiếng, Anh đễ cha mme tự hào về em 3.3 4 5
3 | Em muốn học tiếng Anh tốt để đọc hiểu được các | L 2 3 4 s vin bản trong sách tiếng Anh trên trường
4_ | Em muốn học tiếng Anh đễ thớ vào trường chuyờn | ẽ | | vị
Anh bậc trung học phế thông
5 _ | Lăn muốn học tiếng Anh để giao tiếp tối với người | L 2 3 4 5 băn xứ
6_ | Em muốn học liễng Anh dé di du hoe 1 2 3 1 5
?_ | Bi muỗn học liễng Anh để học cao lêu và có công | 1 2 3 4 5 vige 161 trong lương lai
3 | Em có hứng thủ lún đến tiếng Anh thông qua tạp | 1 “ + chí, sách, truyện tiếng, Anh
9 | Ban thích học HỄng Anh hơn qua sách (han khảo | 1 tiêng Anh
10 | Em thay may tinh giúp chọ em rất nhiều trong việc | 1 hig tiếng Anh ta “ + w ta “ + “
TT | Tim thích học tiếng Anh lại trmp tâm vì việc học|1 2 1 1 § thêm tại trmg lâm giúp em cái thiện kết quả học tiếng, Anh rất nhiễu
12 | Em tích học tiếng Anh lại nhà cỗ giáo vi cô giáo [1 to “ + “ dạy kỹ hết những gì cm chưa theo được trêu lớp
13 | Em thich hoc tiéng Anh tại nhà hơn vì gia sư giúp | 1 ta “ + em hiểu bài trên lớp rõ hơn
14 | Em không muốn học tiếng Anh nữa khi cha mẹ | to “ + “ buôn vi kết quả tiếng Anh trên lớp của em không cao
Cha mmẹ thường xuyên động viên em học riêng Anh, điểu này khiến em luôn nỗ lực hết minh trong mén hoc may,
Cha mg mang em vì cao khiến em chón nản không muốn học môn học nay nữa ta
Em thích hạc tiếng Anh vi cha mẹ thưởng thưởng, em tiễn khi em đạt điểm cao ki
18 Tổ mẹ em tăng em quả khi em đạt kết quả cao môn tiếng Anh trên lớp khiến em mnuốn học tiếng Anh hon
19 Em Không muốn học tiếng Anh nữa khi bỏ mẹ em: đánh em đo kết quả tiếng Anh ở trường của enL không cao, ta
Lm thick hoc tiéng Anh hon Ehi b6 me em cing giải quyết các bài học trên trường với tối we
A QUESTIONNAIRE ABOUT GRADE — 8 STUDENT'S LEARNING ENGLISH
MOTIVATION AT DOAN THT DIEM— ECOPARK SCITOOL
(All personal information is hidden and used for this study only) Personal information
Cirele the choices from 1 to 5 according to your level of agreements with the following statements:
Strongly agree Agree Neutral Disagree Strongly disagree
1 I would like to leam English well to get ahigh 1 result at my school
1 would like to leam English well in order for 1 my parents to be proud of me,
3 I would like to lean English well to increase 1 6| my reading comprehension ability of texts from
4 1 would like to leam Unglish lo enter an 1 rs} “ ˆ linglish gifted high school
S 1 would like to leam English in order to 1 communicate with native speakers well kg wo +
6 Twouldlike to learn English to stndy abroad ¡ w
7 1 would bike tu leam Lmgbsh lo gel hghr 1 2 3 4 5 education and have a good job in the future
8 I have big imesest in leaming English via 1 6|
English magazines, books and story book
9 I am mơre inleredrd m leaming Lnglsh vía L “ “ ˆ
19 1 see computer is so helpfnl in my English 1 leamin, kg wo +
TT 1 am interested in learning Rnglish at an 1 tà
English center becanse learning at a center helps to improve my English learning a lot
12 Iamninterestedinleandng Bngliùdlleadhe l2 3 4 5 home because he/she helps me review all 1 have nol absorbed during clas:
13 1 am more interested in leaming English at 1 home because my Enplish tutor helps me to understand my class lessons betler tà ˆ
141 would not Tike to leam English any more } tì when my parents feel sad becanse of my not,
My parents offen cncomrage me to leam
English, which makes me iy my best Lo leat this subject
My parents scold ane because of my not high
English result, which makes me fed up with this subject kg 1
Tam inferested in leaming English because my parents often reward me with money when I get high marks e|
18 My parents reward me with gift when T get high marks, which makes me want to Team
1 T would nơi Hke to leam Inplish when my, parents hit me hecause of my nat high result at school kì
Tain mor inlerested in leaning English when my parents and I study together rey
‘Thank you for your excellent support!
PHIẾU ĐIỀU TRA, TIU THẬP Ý KIÊN CỦA PHỤ HUY NH VỀ SỰ KỲ VỌNG
TRO CUA CITA ME BOT VOT VIỆC IỌC TẬP CỦA CON
(Théng tin chi ding cho céng, tac nghiên củu và được gật kin)
Thông tin của người tham gia nghiên cứu
Tên của Quý phụ huynh 1a:
Quý phụ huynh là — [Nam =~ ON
Tuổi của quý phụ huynh là:
Nghề nghiệp của quý phụ huynh là:
Khoanh tren dap an từ 1 — 5 theo mmức đô phụ huynh đẳng ý với các câu phát hiển san đây:
"Rất đồng ý Đông ý Trung lập Không đồng ý Hoàn toàn không đồng ý
1 | Téimong muỗn con tôi đạt kết quả cao mê tiếng Anh|1 2 3 4 5 trên Irường
2 | Téi mong muén con tôi học tốt tiêng Anh để dọc hiểu|1 2 3 4 5 văn bản ngoại ngất thành thạo trong sách giáo khoa tiếng Ảnh lép 8
3 | Học tốt tiếng Anh ở trên lớp giúp cơn tôi có thể vào | 1 được trường chuyờn khi học eọp II
4 | Tôi mong muễn con tối học tiếng Anh tốt hơn các bạn | 1 khác trong lớp để tự hào với bạn bẻ và xã hội rey “ ˆ “ to w ˆ “
5 _ | Tụi mơng muỗn con tối học tốt tiếng Anh để tiễn cận | 1 kề ằ > ww với trí thức nước ngoài sớm
6 | Tôi mong mmễn con tối cỏ thể giao tiếp tiếng Anh tốt | 1 với người bản xứ: to “ ˆ “
7_ | Học tắt tiếng Anh là cơ hội đuy nhất giúp cho con tôi đi | T ủn học nước ngoài bài sài + oy
8 | Học lỗi biếng Anh là cảnh cửa tốt và duy nhất cho cơn | 1
Lôi sau này học lên cao và có công việt Lối “ “ ˆ “
9 | Tụi núi trực tiếp mong muụn của tụi cho con và lắng | 1 6 ằ * “ nghe ý kiếu của cháu
10 | Tụi khụng núi trực tiếp mong muụn của tụi cha con ma | 1 kỳ 6ứ ~ w chỉ lắng lăng đầu tử học tiếng Anh cho chău
TỈ | Tôi cho con học thêm tại trung tâm ty tin vì đã là |1 phương pháp rất hiệu quả trong việc nâng cao tiếng,
12 | Ngưài học ở trường, tôi còn cho con di hee ở nhà thấy | 1 cô giáo để đáp ứng đầy đủ kiếm thức chuyên sâu về tiếng Anh
13 | Tôi có thuê gia sự để giúp con công cổ kiến thức đạt | 1 kết quả Lỗi với miỗn tiếng Art
11 | Té turing din con di hiện sách để mua cách tham |1
Khảo tiếng Anh bi us| ơ ul
15 | Tai thndng nua sich imayén va tap chi bing tiéng Anh 2 3 5 cho con đọc nửnt là một nguồn tải liệu tốt cho việc học tiếng Anh của con
16 | Tôi mua máy lĩnh để giúp con tôi học tiếng Anh quá 2 3 3 các trang mạng trên Tntemet
17 | Tôi đã xây dựng một phỏng học riêng vì nó đâm bảo 3.3 5 tỉnh tập trung và hiệu quả khi học tiếng Anh của con tôi
18 | Muôn con tôi học tốt môn tiếng Anh, tôi trường kẽm 2 3 Ss con từng chút một vào thời gian học của con
19 | Mãi ngày tôi giành khoảng thời gian 45 đến 60 phút đễ 2 3 5 kèm cặp con hoc tiéng Anh
20 | Tôi chỉ nhắc nhở, đôn đốc cọn tôi học tiếng Anh chứ 2 3 5 không trực tiếp kèm cập cơn học
21 | Tôi thường chủ động liên hệ với giáo viên chủ nhiệm đề 3.3 5 theo ddi Link hinh hoe cia con nói chung và môn tiếng,
22 | Tôi thường chủ động liên hệ với giáo viên tiêng Anh 2 3 5 của cơn tôi để theo đối tình hình học tiêng Anh của con
23 | Tôi thường chủ động liên hệ với trang tâm nơi con tôi 2 5 học thêm để theo đôi tỉnh hình học tập tiéng Anh cia con
24 [ Tôi thường chủ động Hên hệ với gia eu để theo dõi tình 3 3 3 hình học lập tiếng, Anh của con
25 | Tôi thây số liên lạc là phương thức tốt nhất để tối theo 2 3 5 đối tình hình học tiên Anh của con
26 | Tôi thường khuyên khích và động viên con học tập 2 3 5 bằng lời khi con dat kết qnã tiếng, Anh cao trần lớp
27_ [ Tôi thường thưởng cho con tôi tién Khi com dat két qua 2 3 5 tiếng, Anh cao trên lớp
2w | Tôi Không bao giờ thuởng liền, chỉ lăna quà nhỏ khi 2.3 5 con đạt kết quả Hếng, Anh cao trên lớp
29 | Tôi không đánh mắng mà chỉ chỉa sẽ nỗi buôn của tôi 3.3 5 cho con khi con không học tiếng Anh tốt
30 | Tôi thường đánh măng can Khi con lười học tiếng Anh để giúp con sợ vả biết nỗ lực học tiếng Anh tốt hơn 2 3 5
Trân trọng căn ơn sự nhiệt tình tham gia củu guy phy huynh!
A QUESTIONNAIRE ABOUT PARENTAL EXPECTATIONS AND SUPPORT TQ
(All personal inforinalion is hidden and used for tbiz study only)
Circle the choices from 1 to 5 according to your level of agreements with the following statements:
Slrong]y agreeAgroe Neulral Disagree Strongly disagice items SA A N D&D
1 I want my child to get the good result of English in | 1 2 3 4 5 class
2 | -want my child to loam English well to improve}1 2 3 4° 5 histher reading comprehension of texts from 8 English course book
3 | Leaming English in clase well helps my child to enter [1 6| an English gifted class at high school,
4 |I waml my chủd (o leam English better than Hie olhers | 1 tà x “ in class, which makes me proud with my friends and the society
S| Eexpect my child to team English welltohaveealy}1 2 3 4 5 access to foreign knowledge
@ [Tt expect my child to be able to communicate with | 1 ằ native speakers well
Learning English well is the key to my child's success, as mastering the language opens the door to studying abroad Proficiency in English is essential for my child's higher education opportunities and future career prospects Improving English skills is the only way to ensure my child has access to quality education and a good job in the future.
9 |i dimedly share xmy capeclalion Lo my chien a1 2 3 4 5 lislen Lo their views
10 | Edanot share my expectation tomy children directly,|1 2 3 4 $ but just invest in their learning Enplish quietly
11 |Tlet my child leam more at a cenfer hecanseitisvery|1 2 13 4 § effective to trmprave may chỉl4"s TingHeh
12 | In addition to lear English at schodi, I let my child | 1 lear more al (eacher’s hume Lo meet enough further
13 |T hire a intor to improve knowledge ta get a good | Ì BỊ result of English,
14 | Tollentake my child.o buyEnglishreference books [1 2 3 4 5
Toften buy Tinglish book stories, magazines for my child as a good source of documents for his/her leaming English
I buy a computer to help my child lea English via websites on the Internet
17 T built up a private study room because it pnarantees the concentration and effect when my child learns
18 Wanting my child to leam Tinglish better, T offen instruct him during study time litfle by little BỊ
19 T spend 45-60 minntes/đay on guiding my child to leam English "
20 Tjust remind and wge my child to leam, but not guide him to lam dircetly 6|
1 actively make contact with the teacher-n-charge to follow my child's leaming situation, especially
E actively make contact with the English teacher to follow my child’s Jeaming English situation
Lactively make contact with the English center where my child is learning English to follow histher learning
T actively make contact with the English tutor ta follow my child's Jeamning English situation, BỊ
T see contact notebook is the heat method for me ta follow my child's learning English situation "
T verbally encourage my child (o lean when Lesh gets a good English result in class
T often reward my child with money when he/she gots a good English result in class
Tnever reward my child with noney, but small gifts when he/she gets a good result in class
T do not scold or hit my child, but just share my sorrow when he/she gets a ba English result Bị
T afien scold or hit my child to help him/her scared and iry best to leam better BỊ
Thank you for your excellent support!
BẰNG CẬU HỘI PHÒNG VẤN SÁU
Ciảnh cho các dối trợng cha mẹ
1 Mang đợt của cô (chủ) đôi với việc học tiếng Anh của các em là gi? Tại sao cô (chú) lại xương đợi như vậy?
Cô (chú) thuờng hỗ trợ các em trong việc học tiếng Anh nhhư thế nào (về vặt chất, và và tình thân)? Tại sao?
Cô chú thường xuyên liên hệ với nhà trường hoặc gia sư để cập nhật tình hình học tập của các em học sinh Họ quan tâm đến việc học của các em, đặt câu hỏi về lý do tại sao các em đạt kết quả tốt hoặc gặp khó khăn Việc này giúp phụ huynh nắm bắt rõ hơn về quá trình học tập, từ đó hỗ trợ và động viên các em học tốt hơn.
Cô chủ thường thưởng các em như thể náo khi các em đạt điểm cao môn tiếng Anh? Tại sao cô (chố) lại thưởng nh vậy?
Cô chú thường phạt các em nửnư thế nào khi các em đạt điểm thấp môn tiếng Anh? Tại saocô (chú) lại phạt như vậy?
Ciamh cho các déi trợng con cái
2 kăm có hứng thú với môn liếng Anh ở trường không?
Em muốn biết liệu có thể đi học thêm tại nhà, trung tâm tiếng Anh hoặc thuê gia sư kèm học tiếng Anh không? Ngoài ra, em thắc mắc liệu điểm của em có tốt hơn khi học ở đó hay không, để nâng cao kết quả học tập và tự tin hơn trong quá trình học.
Em có cảm thấy một khi phải làm nhiễu bài tập tiếng, Anh không?
Em có nhớ nhiều kiễn thức tiếng Anh Không?
Bạn thích học khối nào ở trường đại học? Lim có biết các khối thi đại học đều có môn tiếng Anh không? Anh là người yêu thích khối học xã hội hay khối học tự nhiên? Em có thích các khối thi đỏ hay không?
