04051002159 an investigation into parental involvement in children’s english language learning at a public primary school 04051002159 an investigation into parental involvement in children’s english language learning at a public primary school
INTRODUCTION
Rationale of the study
English language proficiency is essential for international communication, education, and economic growth In Vietnam, it has been incorporated into the national curriculum, becoming mandatory from Grade 3 due to Decision No 32/2018/TT-BGDĐT by the Ministry of Education and Training This shift highlights parents' growing recognition of the importance of early English education Studies indicate that young learners have a natural ability to acquire languages, particularly in terms of pronunciation and fluency (Dunn, 2008; Singleton, 2003).
Despite English being a mandatory subject, various challenges impede effective learning at the primary level, including limited instructional time of just four 35-minute periods per week Large class sizes, typically between 30 to 35 students, further diminish opportunities for individual practice and feedback, especially in speaking skills These issues underscore the importance of parental support to enhance language learning at home.
Parents play a critical role in supporting children’s education As Vygotsky's
Social constructivist theory (1968) emphasizes that learning occurs in social contexts, where adults provide essential scaffolding for children to achieve higher cognitive levels Parental involvement plays a crucial role in language learning, as parents serve as the first and best teachers, modeling and facilitating language use in daily interactions (Tomlinson, 2007) However, many parents in Vietnam often perceive English learning as solely the responsibility of schools While some choose to enroll their children in private English centers, they may struggle to support learning at home or lack the time due to work commitments As a result, students frequently exhibit low motivation, incomplete homework, and poor performance in English.
Research on parental involvement in English language learning in Vietnam, particularly in Hai Duong, is limited, with studies like Mai (2023) only scratching the surface Existing literature often overlooks the specific types and levels of parental engagement This study aims to fill these gaps by examining the extent and nature of parental involvement in English learning among Grade 5 students at a public primary school in Hai Duong.
Aim and objectives of the study
This study explored parental involvement in English language learning among children at a public primary school in Hai Duong, aiming to identify the most and least practiced types of involvement It also examined the specific activities parents engage in to support their children's learning both at home and in school.
1) To investigate the levels of each type of the participants’ parental involvement in their children’s English learning
2) To explore the activities that parents engage in to help their children learn English and to identify the challenges that limit or hinder their involvement in these activities.
Research questions of the study
To accomplish the aforementioned objectives, the study will seek to address the following research questions:
1) What are the levels of each type of parental involvement among respondents in their children’s English language learning?
2) Which activities do parents engage in to support their children’s English language learning, and what barriers hinder their involvement?
The scope of the study
The study focused on 139 parents of Grade 5 students from a public primary school in Hai Duong These participants were selected due to their children's status as final-year primary school students.
Parents with several years of experience in the English learning program are more likely to understand their role in supporting their children's education As Grade 5 students encounter heightened academic challenges, particularly in English, parental involvement becomes crucial Insights from parents can offer valuable information on both ongoing engagement and effective support strategies.
The study concentrated on the role of parental involvement in the English education of elementary school students, examining the degree of participation among respondents in different forms of support for their children's English learning However, it did not explore the impact of parental involvement on English learning outcomes or parents' perceptions of their roles in this context.
Methodology of the study
In the study, the researcher carried out survey research in which a questionnaire and interviews were employed to gather data from parents
The questionnaire aimed to gather data on the level of parental engagement in supporting their children's English education Utilizing a five-point Likert scale, the study measured various types and levels of parental involvement, following Epstein’s (2009) framework of six types of parental participation.
The ten semi-structured interviews revealed important insights into the activities parents undertake to support their children's English learning A set of questions was developed to complement the findings from the parents' questionnaire and to gather additional information that may have been overlooked.
Finally, the data was collected, sorted and analyzed both quantitatively and qualitatively to obtain realistic results.
The significance of the study
This study would offer valuable insights into both the theoretical and practical aspects of parental engagement in their children's English learning at a primary school
This study enhances the understanding of parental involvement in children's learning by clarifying the types and activities that contribute to effective engagement The findings provide valuable insights for schools, policymakers, and educators, enabling them to design improved programs that foster parental participation in English language education Additionally, the research supports teachers in creating courses and activities that encourage parental involvement, while also guiding parents in identifying effective strategies to support their children's English education at home.
Structure of the study
The study was structured into five chapters as outlined below:
Chapter 1 is the introduction which illustrates the study’s rationale, the aim and objectives, research questions, scope, method, significance, and the structure of the study
Chapter 2 discusses the literature review concerning the main key-concepts relevant to the study and gives a critical review of some previous related studies
Chapter 3 outlines the methodology of the research, reporting the study's context, participants, data collection instruments, data collection process, and data analysis approach
Chapter 4 presents the research findings which exhibits the data collected along with explanations and interpretations
Chapter 5 is the conclusion providing the main points of the study and suggestions for further research
LITERATURE REVIEW
Parental involvement
The term parental involvement has been widely discussed for years, with various definitions proposed In other words, researchers have defined this concept in various perspectives
Parental involvement is the extent to which parents engage in their children's educational activities, which is crucial for their academic success (Oranga et al., 2023) Researchers differentiate between parental involvement, which includes participation in school-related activities, and parental engagement, which emphasizes the support and encouragement parents provide for their children's learning (Harris & Goodall, 2007) Additionally, parental involvement is often defined as the investment of time, effort, and resources that parents dedicate to their children's education (Grolnick & Slowiaczek, 1994; LaRocque et al., 2011, as cited in Boonk et al., 2018).
Some researchers define parental involvement by its context, focusing on home or school settings (e.g., Jeynes, 2003) Both types are crucial and encompass specific behaviors that support children's learning Home-based involvement includes assisting with homework, discussing school-related topics, setting expectations, and creating a structured learning environment Conversely, school-based involvement entails participation in school activities and communication with educators.
6 volunteering at school, participating in school events and organizations, and communicating with teachers and staff (Sapungan et al., 2014)
Parental involvement encompasses various definitions that collectively enhance our understanding of how parents engage in and support their children's education After examining these perspectives, it is the researcher's belief that any activities, whether direct or indirect, that impact children's learning qualify as parental involvement.
Researchers have identified various forms of parental involvement in education Flaxman and Inger (1992) highlight three key methods: leveraging family resources and support programs, engaging in school management and decision-making, and attending parenting training programs Similarly, Moore (1991) emphasizes three forms of involvement: participating in policy-making, supporting children's development, and volunteering.
Hester (1989) categorizes parental involvement into five distinct types, each encompassing various activities: 1) fostering direct conversations to enhance face-to-face communication between school staff and parents; 2) engaging parents as teachers to facilitate direct interaction with their children; 3) encouraging parents to promote school activities by participating in events; 4) involving parents as learners through collaboratively developed educational programs; and 5) empowering parents as advocates by forming groups that actively support and defend educational initiatives.
The National Parent Teacher Association (National PTA) has played a significant role in defining parental involvement In 1993, the National PTA Board of Directors identified three key roles for parents: as primary educators at home, as partners working alongside schools, and as advocates for children's needs.
In 1997, the National PTA established six key standards for parental involvement in education, which include communication, parenting, supporting student learning, volunteering, participation in school decision-making and advocacy, and collaboration with the community These standards are based on Joyce Epstein’s framework of parental involvement, highlighting the diverse aspects of parental engagement in the educational process.
In this study parental involvement is defined basing on the framework of Epstein
In 2009, Epstein and her colleagues introduced a comprehensive framework outlining six typologies of parental involvement, emphasizing the partnership between schools, families, and communities This framework encompasses various parental practices aimed at enhancing children's academic success both at home and in educational settings Its relevance and effectiveness have led to widespread adoption in numerous studies, as noted by Oranga et al (2023).
Figure 1: Epstein’s (2009) Six Types of Parental Involvement Model
Parental involvement, particularly through effective parenting, plays a crucial role in fostering a supportive home environment that enhances children's learning and development Epstein (2009) highlights that schools can aid families by providing parenting workshops, educational resources, and insights into child development A structured home environment, marked by consistent routines and emotional support, significantly boosts a child's attitude towards learning and their academic performance Ultimately, parenting as a form of involvement equips parents with essential skills and resources to promote their children's well-being and academic success.
The communicating framework emphasizes the vital interaction between teachers and parents regarding students' academic progress and classroom learning It is essential to establish efficient communication methods, such as notices, memos, telephone calls, and newsletters, to share information about school programs and children's achievements Parents should attend school conferences at least once a year and review their children's grade reports while staying informed about available programs and benefits Ultimately, effective communication between schools and parents promotes a consistent exchange of information, enhancing parental involvement in their children's education.
Volunteering represents a crucial aspect of parental involvement in education, focusing on parents' active participation in school programs and student activities This engagement can manifest in various ways, such as tutoring, assisting in classrooms, participating in fundraising and community service, or attending school meetings and events By volunteering, parents not only support teachers and students but also foster a collaborative school environment, enhancing the overall educational experience.
9 parents to actively support school programs and student activities, fostering collaboration between parents, teachers, and the school community
Learning at home is a vital approach that empowers parents to actively engage in their children's education through various strategies This involvement includes assisting with homework, providing skill-building opportunities, encouraging participation in learning programs during breaks, and facilitating real-world learning experiences Such activities not only deepen parental engagement but also enhance communication between parents and teachers, leading to improved quality in parent-child discussions Ultimately, learning at home fosters stronger parental involvement, supports children's academic pursuits, and promotes collaboration between parents and educators.
Parental involvement in school decision-making is crucial, as it allows families to actively participate in committees and improvement teams Schools encourage this engagement, particularly in areas like curriculum development and student safety Such participation benefits children by ensuring that educational policies and practices are tailored to their needs Ultimately, empowering parents to contribute to school decisions helps align educational strategies with the well-being of students.
Collaboration with the community represents a vital aspect of parental involvement By identifying and integrating community resources and services, schools can enhance their programs, family practices, and overall student learning and development This collaboration provides students and families with valuable information about community programs that focus on health, culture, recreation, and social support.
Community activities, including summer programs that enhance learning skills and talents, are essential for showcasing collaborative efforts Epstein (2009) emphasizes that the school community plays a vital role in engaging students, families, and staff in diverse activities that benefit the wider community Overall, collaboration with the community bolsters school programs and fosters family engagement by linking students and parents to valuable resources, services, and opportunities that promote learning and development.
Young learners
There is some debate over determining the exact age of young learners because
The term "young learners" is often ambiguous and can cause confusion (Ellis, 2014) In Vietnam's education system, it generally refers to children in basic education, encompassing ages 3 to 15, from preschool through lower secondary school.
Young learners can be categorized into two main groups: children aged five to seven and those aged eight to ten, as noted by Scott and Ytreberg (2001) Each group exhibits unique abilities in task performance and environmental interpretation Rixon (1999) and Phillips (1993) define young learners as individuals between five and twelve years old, while Cameron (2001) expands this definition to include children aged seven to fourteen.
Ersüz (2018) categorized young learners into three groups: very young learners (ages 3-6), young learners (ages 7-9), and older/late young learners (ages 10-12) Similarly, Suyanto (2007) defined young learners as primary school students aged 6 to 12, further dividing them into two categories: the younger group (ages 6-8) and the older group (ages 9-12).
The definition of young learners varies across generations and communities, with the researcher identifying children aged 3 to 11 as young learners This age range corresponds to two stages of formal education in Vietnam: preschool (ages 3-5) and primary school (ages 6-11+) Children in these age groups require scaffolding and support from adults, such as parents, in various life activities.
To effectively teach and support young learners, it is essential for teachers and parents to recognize their distinct traits According to Brumfit (1991), young learners are characterized by their high motivation, enthusiasm, and eagerness to learn, which facilitates their engagement Additionally, Brewster and Ellis (2001) highlighted that young learners possess an exceptional capacity to comprehend and imitate auditory information, exceeding the abilities of adult learners.
Scott & Ytreberg (2001) highlight key characteristics of young learners, noting that children aged five to seven often grasp situations more quickly than the language describing them, exhibit a limited attention span, and struggle to differentiate between reality and fiction In contrast, children aged eight to ten can distinguish fact from fiction, frequently ask questions, and utilize both verbal and non-verbal cues to communicate and understand meaning They also demonstrate a strong capacity for collaboration and learning from peers Additionally, Halliwell (1992) suggests that children's imagination and engagement with fantasy stories help them make sense of the real world.
Young learners exhibit distinct characteristics as outlined by Slatterly and Willis (2001), including a preference for learning through visual, auditory, and kinesthetic methods They often struggle with grammar explanations and tend to grasp meaning through non-verbal cues These learners enjoy imaginative play, have short attention spans that require varied activities, and appreciate repetition They are developing independent thinking skills, distinguishing between reality and imagination, and are adept at organizing tasks Additionally, they thrive in collaborative environments, learning effectively from their peers.
Young learners primarily learn through imitation, absorbing information from their surroundings Due to their limited attention spans, they may quickly forget what they have learned, even as they acquire knowledge rapidly Consequently, it is crucial for parents to understand the unique characteristics of young learners and to implement effective strategies that support their children's educational development.
English language learning
Language learning primarily occurs in two contexts: English as a Second Language (ESL) and English as a Foreign Language (EFL) Although both aim to develop English proficiency, they differ significantly in terms of exposure, learning environments, and teaching methodologies.
In this study, understanding the distinction between ESL and EFL helps contextualize the language learning experiences of Vietnamese primary students, who fall under
English as a Foreign Language (EFL) refers to learning English in a country where English is not the primary medium of communication (Richards & Schmidt,
In many educational settings, English is primarily taught as a subject rather than a tool for everyday communication Students often learn English to enhance their academic prospects, improve career opportunities, or pursue personal interests However, their limited exposure to the language outside the classroom can significantly impede their ability to acquire and retain it effectively.
ESL students engage in authentic communication, using English for socializing and daily tasks, unlike English as a Foreign Language learners (Lightbown & Spada, 2013) English as a Second Language involves teaching and learning English in a country where it is the dominant language (Gunderson, 2009) In this immersive environment, children learn English both in and out of school, which is essential for their daily life, education, and employment This immersion promotes natural language acquisition and cultural assimilation (Marckwardt, 2021) As children are surrounded by English in their everyday lives, they acquire the language naturally, leading to meaningful interactions (Krashen, 1985).
Understanding the differences between English as a Second Language (ESL) and English as a Foreign Language (EFL) is crucial for educators and policymakers in creating effective language programs ESL learners thrive in immersive environments with daily interactions, while EFL learners depend on formal instruction and structured learning In the context of Vietnam, English is increasingly viewed as a foreign language rather than a second language Consequently, the term "English language learning" in this study reflects this distinction.
15 referred to the way Vietnamese children learn English as a foreign language.
Review of previous research
Research has been conducted on parental involvement in children's academic achievement in general and their English language learning specifically, particularly in contexts outside of Vietnam
Milia Chouali and Ouiza Chafa (2016) conducted a study in Tizi Ouzou to investigate parental attitudes and involvement in their children's English learning The research involved students from the 3rd to 5th grades at two private primary schools, along with their parents and school administrators Questionnaires were distributed to students to assess parental support for English learning, while parents provided insights into their attitudes toward the subject Additionally, in-person interviews with school administrators explored strategies to enhance parental involvement The study found that parents in Tizi Ouzou held a positive attitude toward English learning and actively supported their children Furthermore, the results highlighted a strong relationship between the two private schools and the parents of their students.
Erol Poyraz (2017) conducted a quantitative study titled “The effects of parental involvement in English language learning of secondary school students” to explore how parents in Turkey engage in their children's English language education at home The study involved 343 parents from four different secondary schools and revealed that fathers were more inclined to participate than mothers Additionally, it found that parental involvement tends to decrease as students progress to higher grade levels Interestingly, the research indicated that parents' recognition of the importance of their involvement in their children's English education increases with their own educational attainment.
A study by Charoenlap (2017) investigated parental involvement in children's English education in Thailand, focusing on the frequency of various involvement types The research involved 54 state enterprise employees with primary school children in Nonthaburi Utilizing a questionnaire with a five-point Likert scale, the study assessed the types and degrees of parental participation Results indicated that parents were most engaged in certain forms of involvement, while "Volunteering" was identified as the least utilized type.
Kalayci and Hỹseyin ệz (2018) explored Turkish parents' perceptions of their involvement in their children's English language education in their paper titled “Parental Involvement in English Language Education: Understanding Parents' Perceptions.” The study focused on parents of children in grades 1 to 4 at a private primary school in Ankara, utilizing a mixed-method approach that included a 29-item survey and semi-structured interviews Findings revealed that parents generally held a positive attitude towards their involvement, fostering strong relationships with teachers and actively participating in their children's English education Additionally, the study found that demographic factors such as gender, age, occupation, and education level did not significantly influence parents' perceptions of their involvement.
A study by Erdener and Knoeppel (2018) in Turkey explored rural parents' perceptions of their involvement in their primary school-aged children's education, utilizing Epstein’s (1995) framework of six types of parental involvement The research employed a quantitative approach through survey questionnaires to gather data on this topic.
A study conducted in three rural areas of Konya, Turkey, involved 742 parents of elementary school students and assessed their involvement The results revealed that parental involvement remained consistent regardless of variations in education level, marital status, or age group.
Research by Mahmoud (2018) in Saudi Arabia highlighted that parents recognize the significance of a positive relationship with teachers for their children's academic success in learning English The study, involving 100 parents and a 29-item questionnaire, found that parents support their children both directly, through homework assistance, and indirectly, by creating a motivating learning environment Similarly, Dawadi (2019) examined parental involvement in Nepal regarding preparation for a national English exam Through a survey of 247 students, oral diary recordings, and interviews with six students and their parents, the study revealed that parents played a crucial role in their children's test preparation They provided support by teaching techniques, sharing experiences, collaborating with others, and fostering a conducive learning atmosphere, while also managing extracurricular activities to ensure focused study time.
Gülce Kalaycı and Hatice Ergül (2020) investigated English language teachers' perceptions regarding parental involvement in teaching young learners at three private primary schools in Ankara Their study, based on a questionnaire completed by 25 teachers, revealed that although educators acknowledge the importance of parental engagement, they fail to employ specific strategies to enhance it.
18 teachers perceive themselves as the primary drivers in young learners' English language development, considering parents merely as supplementary contributors to the process
Jian Tao and Yueting Xu (2022) conducted a qualitative study involving 30 parents of children in grades 1-5 at a Chinese primary school, revealing that parents support their children's online English learning during the COVID-19 pandemic through various strategies, including monitoring, affective, academic, and technology support They also serve as mediators between teachers and learners by seeking assistance when needed Similarly, Aili Luo and Xin Wei (2023) examined the impact of parental involvement on primary school students' English learning, finding that such involvement enhances children's enthusiasm, fosters positive study habits, and ignites interest in learning English Additionally, the study highlighted that parents' attitudes towards English learning are shaped by their educational background and income.
A case study by Indonesian researchers Naning Tri Wahyuni and Tan Bee Tin (2024) examined the role of parental involvement in fostering children's interest in learning English as a foreign language The study involved observing four primary school students aged 10 to 11, both at home and in school, along with interviews with their parents Findings revealed that despite a similar supportive learning environment at school, variations in home learning conditions, parental engagement, and parenting styles led to distinct patterns of interest development among the children.
In Vietnam, studies on parental involvement in children's education have explored various aspects, primarily focusing on how parental engagement impacts children's learning and academic success, along with the challenges faced by parents Key research in this area highlights the significance of parental participation in enhancing educational outcomes for children.
Vu, Huppatz, and Onnudottir (2021) conducted a study on parental involvement in Vietnam, focusing on the experiences of 12 single mothers from Hanoi and rural Hai Phong Utilizing focus group interviews, the research revealed that these mothers, despite facing mental, physical, and emotional challenges, dedicate considerable time and resources to their children's education They believe that their sacrifices will enhance their children's academic success and improve their social and economic status Additionally, the study highlighted how cultural values, particularly Confucian norms, along with local government influences and globalization, shape the parenting styles of single mothers in Vietnam.
Tang and Tran (2023) investigated the impact of parental involvement on high school students' mathematics performance in Vietnam Their research highlights how parental engagement influences students' attitudes, self-esteem, anxiety levels, and overall math performance The study analyzed data from 1,337 students enrolled in high schools.
A study conducted in 11 high schools in Hanoi revealed that parental engagement and expectations significantly enhance children's mathematical achievements While parental involvement can negatively impact students' attitudes toward mathematics, high parental expectations tend to foster a positive influence To optimize outcomes, it is essential for parents and children to communicate more frequently, while also ensuring that children are not burdened by excessive expectations.
Research on parental involvement in children's education, particularly in English language learning in Vietnam, is limited A study by Ngo Thi Hue (2014) highlighted that parents are eager to support their children's English learning at home, identifying four key roles: advocate, supervisor, facilitator, and guide Similarly, Nguyen Thi Hong Phuong and Le Nhu Quynh (2021) found that Vietnamese parents perceive their involvement as positively impacting their children's English education in secondary schools More recently, Vu Thi Ngoc Mai (2023) explored the effects of parental involvement on English language achievement in primary schools in Hai Phong, revealing that active parental engagement significantly enhances children's English learning outcomes.
Summary
This chapter reviewed existing literature that informed the study's theoretical and conceptual framework, starting with an exploration of parental involvement, including its definitions, types, and benefits It then defined and characterized young learners, followed by an examination of children's English language learning as both a second and foreign language The chapter concluded with a review of related studies, laying the groundwork for a survey research on parental involvement in children's English language learning, which will be detailed in the next chapter.
RESEARCH METHODOLOGY
Restatement of the research questions
This study aimed to investigate the different types and levels of parental involvement in children's English language learning at a public primary school The researcher formulated specific questions to guide the exploration of this topic.
1) What are the levels of each type of parental involvement in their children’s English language learning?
2) Which activities do parents engage in to support their children’s English language learning, and what barriers hinder their involvement?
Context of the study
The research was conducted at a large public primary school in a densely populated town in Hai Duong, accommodating around 1,700 students across over 50 classes The school employs more than 60 teachers, including five specialized English language instructors.
In Vietnam, primary schools offer an optional English program for grades one and two, while grades three to five have a mandatory English curriculum Students in the compulsory program attend four English classes each week, whereas the optional program includes one or two classes The school utilizes different textbooks for these programs: the “Global Success” series for grades three to five and the “Tiếng Anh – Macmillan Next Move” series for grades one and two, both enhanced by various e-learning resources These resources include interactive exercises, audio-visual materials, and educational apps to support the learning experience.
In this public primary school, English language assessment emphasizes foundational skills such as listening, speaking, reading, and writing Evaluations occur through mid-term and final tests that focus on vocabulary and reading comprehension, utilizing multiple-choice questions, fill-in-the-blank exercises, and short written responses Listening assessments may include recorded dialogues or teacher-read passages, while speaking evaluations typically involve simple interactions with teachers However, challenges such as large class sizes and limited resources may hinder the effective assessment of students' speaking and listening skills.
The school boasts dedicated English classrooms equipped with projectors and smart boards to facilitate interactive learning, alongside a well-stocked library featuring a variety of English books and comics for all ages Despite these resources, English is not prioritized equally with subjects like Math and Vietnamese, leading to a scarcity of competitions and extracurricular activities, aside from online events like IOE and special occasions such as the "Ring the Golden Bell" competition This disparity contributes to a lack of motivation for students to engage with the English language and limits their exposure to it outside the classroom.
The researcher found that many students, particularly those in grade 5, do not view English as a crucial subject compared to Math and Vietnamese This lack of importance is largely due to English not being a subject in the entrance exams for secondary specialized schools, leading to a negative attitude and a passive approach to learning English among these students.
This section highlights key characteristics of the students' parents, who are the intended participants of the study The researcher observed that the majority of these parents are relatively young, aged between 25 and 40 years Additionally, they possess diverse educational backgrounds and careers, reflecting varying degrees of interest in their children's English learning.
The participants of the study
The study involved 139 parents of Grade 5 students who completed a questionnaire to assess their involvement in their children's English language learning Additionally, ten parents were selected for semi-structured interviews to delve into their supportive activities and the challenges they faced The interviewed parents represented diverse age groups (21-29, 30-39, 40-49), occupations (office workers, self-employed, educators, manual laborers), and educational backgrounds (secondary school, vocational certificates, bachelor's degrees, and postgraduate education) This diversity was intended to capture a range of perceptions on parental involvement, allowing for varied data collection and potentially generalizable findings for other parents.
Research design
The researcher has chosen explanatory sequential research as a research approach to conduct The definitions, characteristics and procedure of the survey research were all mentioned as follows:
3.4.1 Definitions of explanatory sequential research
Explanatory sequential design is a mixed-methods research approach where the researcher first gathers and analyzes quantitative data, followed by qualitative data collection and analysis This qualitative phase aims to explain or interpret the quantitative findings According to Creswell and Plano Clark (2018, p 77), this method involves starting with quantitative research, analyzing the results, and then using qualitative data to provide a deeper understanding of those results.
3.4.2 Steps to conduct explanatory sequential research
The explanatory sequential design follows a structured two-phase approach, beginning with quantitative data collection and analysis, followed by a qualitative
26 phase intended to elaborate on the initial results The steps involved in conducting this type of research were outlined below:
Step 1: Designing the Quantitative phase
In the initial phase of the study, the researcher creates a questionnaire as the primary quantitative tool This involves clearly defining key variables, research questions, and hypotheses, along with selecting an appropriate sampling strategy to ensure that the collected data accurately represents the population (Creswell & Plano Clark, 2018).
Step 2: Collecting and analyzing Quantitative data
Quantitative data were collected using structured instruments and analyzed using statistical software including SPSS and Microsoft software
Step 3: Selecting Participants for the Qualitative phase
Participants for the qualitative phase were selected purposively based on quantitative results, focusing on individuals with extreme, unusual, or representative scores to gain deeper insights into the findings.
Step 4: Designing the Qualitative phase
The researcher then designs the qualitative component of the study, which often involves developing semi-structured interview guides
Step 5: Collecting and Analyzing the Qualitative data
In-depth qualitative data were gathered through interviews, which were subsequently coded and thematically analyzed to reveal underlying meanings and perspectives that enhance the numerical data (Braun & Clarke, 2006).
Step 6: Integrating and Interpreting the Findings
In this essential phase, qualitative findings were linked to quantitative results to achieve a thorough understanding This integration aims to contextualize statistical patterns by incorporating participants' narratives, potentially utilizing joint displays or side-by-side comparisons (Creswell & Plano Clark).
The final report outlines the study's findings in a narrative format that emphasizes its sequential structure, beginning with quantitative results, followed by qualitative findings, and culminating in a comprehensive discussion that integrates both data types to address the research questions (Creswell & Creswell, 2018).
Data collection instruments
This study involved data collection over three months, from May to August 2024, utilizing interviews and questionnaires as the main instruments for gathering information.
In the study, the researcher utilized a questionnaire as the primary data collection tool due to its numerous advantages Brown (2001) defines a questionnaire as a written instrument with a set of questions or statements that respondents complete by providing their own answers or selecting from given options Dornyei (2003) highlights that questionnaires are cost-effective and time-efficient, enabling researchers to gather data from a large number of respondents quickly Additionally, the anonymity of participants encourages more honest and open responses, thereby improving the reliability of the findings.
The study utilized a questionnaire based on Epstein’s (2009) six types of parental involvement: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community This tool was employed to assess the various forms and levels of parental engagement in their children's English learning, addressing the first research question The questionnaire is available in both Vietnamese and English versions in Appendix 01.
To make sure the survey questions are understood as intended, the translated questionnaire is also pre-tested on a small sample of the respondents First, a small
A diverse group of 28 respondents, including twelve parents from two Grade 5 classes (5E and 5G), was selected for initial testing to evaluate the clarity and relevance of a questionnaire Participants were informed about the purpose of their involvement and given clear instructions for completion After distributing the paper-based questionnaires, the researcher collected the responses and sought feedback on question clarity, relevance of activities, and questionnaire length This feedback led to revisions of unclear and redundant questions, resulting in a final questionnaire that was linguistically accurate and culturally appropriate for the target population.
The questionnaire was divided into two sections The first section gathered demographic information from respondents, including gender, age, educational background, relationship to the child, and family income The second section, which was the core of the survey, included thirty close-ended questions aimed at assessing the various types of parental involvement in their children's English learning Participants were asked to indicate the frequency of their engagement in specific activities that support their children's English language development, using a five-point Likert scale ranging from 1 (never) to 5 (always).
The questionnaire assessed various levels of parental involvement, while semi-structured interviews offered insights into the specific activities parents engage in to support their children, as well as the factors that affect their participation The data from these interviews were analyzed to answer the second research question.
Interviews are more effective than questionnaires for collecting detailed narrative data, as they allow researchers to explore individuals' opinions more thoroughly (Kvale, 1996) Cohen et al (2007) noted that interviews are valuable for understanding the construction and negotiation of meanings in natural settings The flexibility of interviews enables researchers to ask follow-up questions and encourage participants, leading to deeper insights and the exploration of alternative topics Furthermore, Berg (2007) emphasized that interviews give participants the opportunity to express their thoughts and feelings in their own voice.
The semi-structured interviews featured four open-ended questions aligned with Epstein’s (2009) six Types of Parental Involvement framework The first three questions aimed to explore the activities parents undertook to support their children's English learning, while the final question identified barriers to their involvement This format enabled parents to share their experiences more freely, providing a comprehensive understanding of different types of parental participation The interview script, including the specific questions, is available in Appendix 02.
In this study, ten parents of Grade 5 students were selected based on specific criteria to ensure a diverse representation Participants were willing to engage in semi-structured interviews to share their experiences The selection included parents from various educational backgrounds, occupations, and age groups, highlighting the importance of these factors in shaping parental involvement in their children's English learning Prior to the interviews at the school, these parents were contacted via phone to prepare for the discussion.
The researcher conducted 30 calls to parents, gathering essential demographic information such as name, age, occupation, and education level This preliminary data collection allowed for verification of details previously provided by the children's teachers Additionally, the researcher explained the purpose and process of the upcoming school interviews, which helped parents feel more comfortable and engaged during the sessions The semi-structured interviews were conducted over a three-week period, from August 2 to August 23, 2024, accommodating participants' availability.
In 2024, ten interviews were conducted, each lasting approximately five minutes, totaling around one hour These interviews took place at a public primary school, with the consent of both the parents and the headmaster A digital voice recorder was utilized to document the sessions, with participants' permission To ensure comfort and confidence among interviewees, many of whom were not fluent in English and had varying educational backgrounds, Vietnamese was used as the primary language during the interviews Detailed information about these semi-structured interviews can be found in Appendix 05.
Data collection procedure
The researcher used the following procedures to gather information from interviews and questionnaires:
Before collecting data through interviews and questionnaires, the researcher obtained permission from the primary school’s headmaster to conduct the study and use the board room for interviews The headmaster provided valuable information about the school, including the number of classes and the overall characteristics of the parents, such as their jobs, educational levels, age groups, and general attitudes toward the school's operations Additionally, the researcher held direct meetings with the teachers responsible for four Grade 5 classes to gather essential information.
Thirty-one percent of parents in the targeted classes provided their contact information, including the phone numbers of ten participants selected for interviews Detailed information about these ten interviewed parents is available in Appendix 06 The insights gained from the headmaster and teachers were crucial for the researcher, as they offered a comprehensive understanding of the target population This information also helped in establishing specific criteria for selecting interviewees and in designing the questionnaire responses, particularly the initial section focused on parents' personal information.
Data collection for the study involved distributing questionnaires with the assistance of homeroom teachers, who communicated the survey details to parents through class chat groups The researcher provided introductory information and guidance for completing the questionnaires, which were collected over a two-week period from May 10 to May 25, 2024, during the school year for convenience Additionally, the researcher reached out to ten potential interviewees to schedule interviews, providing a brief overview of the study and confirming suitable times and locations at the primary school’s boardroom While all respondents were willing to participate, some faced challenges in scheduling due to summer travel plans Consequently, the ten interviews were conducted over three weeks, accommodating participants' availability, with each interview lasting approximately five minutes and recorded with permission.
The collected data was sorted, analyzed to draw out conclusions and implications for further study.
Data analysis methods
To analyze the collected data, the researcher employed both quantitative and thematic analysis techniques for the data obtained from questionnaires and interviews
The Statistical Package for Social Sciences (SPSS 20) was employed to analyze quantitative data from surveys, focusing on parental involvement in children's English language learning This software is widely used in social science research for processing data from closed-ended questions Additionally, Microsoft Excel was utilized to calculate average mean scores based on education levels The study assessed different forms of parental involvement by analyzing responses from parents' questionnaires, where participants indicated their level of involvement using a five-point Likert Scale The collected quantitative data was reviewed for overall understanding before being coded and entered into the software Results were presented through various formats, including graphs, tables, and charts.
The semi-structured interviews were analyzed to identify themes and patterns in participant responses regarding how parents support their children's English learning at home and school, as well as the limitations affecting their involvement The researcher utilized Braun and Clarke’s (2006) six phases of thematic analysis for the coding process, illustrated in Figure 2 below.
Figure 2: Braun and Clarke’s (2006) six steps of thematic analysis
The audio recordings of the participants were manually transcribed into text by the researcher, who listened to the interviews sequentially to ensure accurate documentation Conducted in Vietnamese, the interviews aimed to enhance clarity and minimize confusion After summarizing the transcriptions in English, the researcher developed predetermined deductive codes based on Epstein et al.’s theory of six types of parental involvement, categorizing meaningful text segments accordingly To ensure coding reliability, transcripts were reviewed multiple times, and a codebook was created (refer to Table 3.1 in Appendix 09) Although the researcher was the sole coder, efforts were made to mitigate bias through comprehensive documentation and reflective analysis.
Summary
This chapter focused on presenting the techniques of data collection and data analysis, which involved interviews and questionnaires as the study’s instruments In
34 addition, the study's setting, respondents, and the research approach applied by the researcher were also detailed in this chapter
DATA ANALYSIS, FINDINGS AND DISCUSSION
Data analysis
4.1.1 Analysis of the data from questionnaires
4.1.1.1 General information of the participants
A total of 139 valid survey questionnaires were collected from parents of students in classes 5A, 5B, 5C, and 5D at a public primary school The research focused on gathering general information about the parents, including their gender, relationship with the child, age group, educational background, and family income The collected data is presented in tables and illustrated with pie charts for clarity.
The statistical data from Figure 02 shows that most respondents were female, accounting for 69.78%, while male respondents made up 30.22%
Figure 4 Relationship with the child
The pie chart reveals that 66.19% of respondents are mothers, 26.62% are fathers, and only 7.19% are other family members of the child This data indicates a significantly higher representation of mothers in the study compared to fathers and other family members.
As shown in the diagram, the majority of participants belong to the 30–39 age group, representing 65.47%, while the 40–49 age group follows with 20.14%
Meanwhile, respondents in the age group between 50 and 60 years old make up 10.07%, while the smallest percentage, 4.32%, belongs to participants in the 21–29 age group
The educational backgrounds of parents in the survey show a diverse range, with 44.60% having completed upper secondary school and 29.50% holding a bachelor's degree Additionally, 12.23% of parents finished lower secondary school and intermediate or college education, while only 1.44% achieved a master's degree This distribution indicates that a significant majority of parents possess a strong educational foundation, which may influence their involvement in their children's English language learning.
The pie chart illustrates the family income distribution of parents participating in the survey, highlighting economic diversity within the group The data reveals that the majority of parents earn a low income, below 10 million per month, while 40.29% fall into the mid-income bracket of 10 to 20 million per month In contrast, only 7.19% of parents earn between 20 and 30 million, and a mere 2.16% earn over 30 million per month, indicating a significant disparity in higher income levels.
4.1.1.2 Types and levels of parental involvement in their children’s English language learning
The second section of the questionnaire revealed parents' engagement levels in their children's English language learning, aligned with Epstein's six categories of parental involvement To assess this involvement, the researcher utilized closed-ended questions on a five-point Likert scale The analysis of parental participation was conducted using mean and standard deviation, with detailed explanations provided in Appendix 04.
The following is how the average scores from the questionnaire were interpreted:
Table 4.1 Interpretation of the Mean scores on 5 –points likert scale
The table below illustrates the relationship between specific parenting activities and the types of parental involvement in children's English language learning.
Table 4.2 Level of Parenting type of Parental Involvement
Deviation Ranking Level of involvement
1.1 I established an at-home comfortable and quiet learning space for my child to study English
1.2 I set a routine for my child’s English time at home 3.24 1.048 4 Moderate 1.3 I motivate my child to develop a good attitude toward English learning 3.92 1.004 1 High
1.4 I make sure my child gets enough rest and eats nutritious meals to help maintain focus and cognitive function for learning
1.5 I offer praise and encouragement to boost your child’s confidence when they struggle with English learning
As can be seen from Table 4.1, the results show that most parents got highly involved in encouraging their children to foster a positive attitude toward learning
The survey revealed that parents exhibited the highest involvement in supporting their children's English learning, with a mean score of 3.92 and the lowest standard deviation among the five activities, indicating consistent engagement among the 139 participants In addition to this primary activity, parents fostered a quiet and supportive learning environment at home, achieving mean scores of 3.89 for creating conducive spaces and 3.87 for ensuring adequate sleep and healthy meals, which are crucial for concentration and mental performance However, their engagement in establishing English learning routines and providing positive reinforcement was moderate Overall, the parenting support for children's English language learning (ELL) was rated high, with an overall mean score of 3.61 and standard deviations ranging from 1.004 to 1.326, reflecting moderate variability in responses.
The table below illustrates the degree of parental involvement in children's English language learning through communication, along with the levels of five supportive activities that demonstrate interaction with schools and teachers.
Table 4.3 Level of Communicating type of parental involvement
Deviation Ranking Level of involvement
2.1 I communicate regularly with my child’s English teacher both in person and virtually to discuss my child’s English learning progress
2.2 I coordinate with my English teacher to deal with the difficulties in my child’s
2.3 I attend parent-teacher conferences and other school events related to my child’s English language learning
2.4.I am provided clear guidance on how
I can support my child’s English learning 1.78 733 5 Very low 2.5 I keep track of my child’s English grades and progress report 2.66 1.249 1 Moderate
Table 4.3 reveals that the overall level of communication regarding children's English education is low, with a mean value of 2.20 Parents primarily focus on monitoring their children's English grades and progress reports, achieving a moderate mean score of 2.66 However, they infrequently receive guidance from schools on how to assist their children in learning English, reflected in the lowest mean score of 1.78 Additionally, other supportive activities, such as discussing children's progress with teachers, attending parent-teacher meetings centered on English learning, and collaborating with English teachers to tackle learning challenges, also show low engagement, with mean values of 2.35, 2.22, and 2.04, respectively.
The levels of the volunteering type and parents’ participation in school and community activities are illustrated in the table below:
Table 4.4 Level of Volunteering Type of parental involvement
Deviation Ranking Level of involvement
3.1 I participate in English- related events at my child’s school
English – related activities in my child’s classroom or at school
Association or Organization at my child’s school to discuss the major parent- teacher meetings points, especially toward English language learning
3.4 I support English language learning at my child’s school by donating money or gifts
3.5 I volunteer to be a coordinator between English teachers and students
The data in Table 4.4 indicates that parents' involvement in volunteering for English-related activities and coordinating between teachers and children received the highest mean scores of 2.78 and 2.74, respectively Participation in the Parent-Teacher Association to discuss English-related issues ranked third with a mean score of 2.32 However, parents reported low engagement in English-related events and contributions, reflected in mean scores of 2.29 and 2.26 Overall, the average mean score of 2.48 suggests that parental involvement in supporting their children's English learning through volunteering remains at a low level.
4.1.1.2.4 Level of Learning at home Involvement
Table 4.5 illustrates the level of parental involvement in learning-at-home activities and the academic support parents provide to their children outside of school.
Table 4.5 Level of Learning at home type of parental involvement
Deviation Ranking Level of involvement 4.1 I help my child with English homework if needed 3.49 1.456 1 High
4.2 I provide additional materials for my child’s English language learning
(i.e apps, online resources, books, or worksheets for further practice.)
4.3 I encourage my child to learn and memorize new words in English through flashcards or games
4.4 I read English short stories with my children and explain the vocabulary to enhance their comprehension
4.5 I help my child to set specific goals for English language development (i.e learn 30 new words in English every week, study English for 1 hour a day every day,…)
Table 4.5 reveals that parents prioritized helping their children with English homework, achieving the highest mean value of 3.49 Other supportive activities related to "learning at home" showed moderate levels of involvement, with parents providing additional English learning materials at a mean value of 3.31 They also assisted in setting clear goals for enhancing their children's English skills Additionally, parents motivated their children to learn new vocabulary and read English short stories, with mean values of 3.01 and 2.97, respectively Overall, the average mean score for this type of parental involvement was 3.20, indicating a moderate level of support for their children's English language learning through home activities.
4.1.1.2.5 Level of Decision-making Involvement
Table 4.6 illustrates the levels of the decision-making type of involvement, along with specific activities that demonstrate parents' engagement in school policies and programs
Table 4.6 Level of Decision- Making type of parental involvement
Deviation Ranking Level of involvement 5.1 I participate in the school’s parents committee and organization where I can give opinions about the school’s English learning and teaching decisions
5.2 I am involved in providing suggestions on the selection of English textbooks and other English materials
44 which support my child’s English learning at school
5.3 I take part in making decisions about organizing extracurricular
English programs aimed at promoting
English language learning at school
5.4 I get involved in providing feedback of English learning related facilities at school as well as English curriculum (i.e number of English period per week)
5.5 I collaborate with school to organize and plan English related events at school
Table 4.6 reveals that among five decision-making activities related to parental involvement, the highest mean score of 2.75 indicates that parents were most engaged in joining the parent committee at school However, the other four activities showed low to very low participation levels, with mean scores below 2.0 Specifically, parents' involvement in planning English-related events was low, with a mean score of 1.81 They also rarely provided feedback on English learning programs and facilities, resulting in a very low mean score of 1.76, which was the same for their involvement in decisions about English extracurricular activities Furthermore, parents did not participate in selecting English textbooks, achieving the lowest mean score of 1.01 Overall, the survey results indicate a low level of parental engagement in decision-making related to their children's English learning, reflected in an average score of 1.81.
4.1.1.2.6 Level of Collaborating with the community Involvement
Table 4.7 outlines the levels of five recommended parental activities that exemplify community collaboration, while also highlighting the degree of involvement associated with these activities.
Table 4.7 Level of Collaborating with the community type of parental involvement
Deviation Ranking Level of involvement 6.1 I actively look for community programs that support my child’s
6.2 I join some communities which guide parents to teach English for children at home and invite other parents to participate with me
6.3 I encourage my child to take part in some English language clubs and community activities (online
6.4 I make connections with other parents in the community to share
English learning materials and experiences for improving my child’s English language learning
6.5 I am informed some resources and services from community that support for my child’s English language learning by my child’s school
Parents demonstrated a strong commitment to supporting their children's English learning by actively sharing resources and experiences with other parents, achieving a high mean score of 3.76 They also encouraged their children to participate in English clubs and related activities outside of school, reflected in a mean score of 3.65, indicating significant involvement However, there was a moderate level of engagement in the first two support activities, and parents reported a lack of information regarding available English resources and services, as evidenced by the lowest mean score of 2.81.
46 result, the average mean score for collaborating with community type of parental involvement was 3.18 This suggests that parents' support of their children's English learning was at a moderate level
Findings
This section outlines the key findings from the questionnaire and interviews, organized by Epstein’s (2009) Six Types of Parental Involvement It emphasizes the level of parental engagement, the various ways parents contribute, and the obstacles they encounter in aiding their children's English language learning.
4.2.1 Findings on the Level of each type of respondents’ Parental Involvement
The quantitative analysis revealed that "Parenting" received the highest mean score (M=3.61), indicating a strong preference among parents for traditional involvement activities, such as establishing study routines and fostering a supportive environment In contrast, "Decision-making" scored significantly lower (M=1.81), highlighting parents' reluctance to engage in school policy-making This finding aligns with Epstein’s (2009) warning that schools need to actively encourage parental participation in governance roles, as passive approaches are often ineffective.
The study revealed that parental involvement in "Learning at Home" and "Collaborating with the Community" was practiced at a moderate level, with mean scores of 3.20 and 3.18, respectively This aligns with interview data, where six out of ten parents reported regularly assisting their children with academic learning at home through homework help, digital resources, and informal English conversations Additionally, parents engaged their children with external learning resources to support their English education beyond the school environment.
Volunteering among parents showed a low level of involvement, with an average score of M=2.47, primarily due to a lack of institutional opportunities for participation in school-based English activities Interviews revealed that parents were seldom invited to events like English Days or extracurricular language activities Additionally, many parents faced time constraints from work, particularly those in non-flexible or manual labor jobs, making it challenging to attend daytime school functions These findings indicate that without flexible and accessible volunteering options, working-class parents are unlikely to engage, despite their goodwill.
Communication between parents and teachers was infrequent, reflected in a low score of 2.20 Interviews revealed that although some parents attended scheduled meetings, most did not take the initiative to maintain regular contact, thinking that communication was only essential during specific occasions.
Parents faced challenges in engaging with schools due to a lack of regular communication and infrequent parent-teacher meetings Their highest involvement was in "Parenting" activities, where they focused on creating supportive home environments and study routines However, participation in "Decision-making" was notably limited, emphasizing the need for schools to encourage parental governance involvement, as noted by Epstein (2009) Moderate levels of engagement were observed in "Learning at Home" and "Collaborating with the Community," indicating parents' efforts to support English learning through homework help and external resources Nonetheless, there was a significant lack of participation in "Volunteering" activities.
"Communicating," mainly due to a lack of institutional opportunities, time constraints, and cultural perceptions of school authority These results allowed the researcher to answer the first research question
4.2.2 Findings on activities parents engaged in to help their children learn English
The findings from both the questionnaire and interviews revealed that parents were more actively involved in home-based support activities, specifically in the
"Parenting" and "Learning at Home" types of involvement, rather than in school- based support
Parents consistently strive to establish a supportive learning environment at home by creating organized study spaces, maintaining routines, and prioritizing their children's physical and emotional well-being They highlight the significance of developing study habits and motivating their children to learn English This commitment is reflected in the quantitative data, with "Parenting" achieving the highest mean score (M = 3.61), and is further supported by qualitative interviews, where nine out of ten parents acknowledged these practices.
In terms of Learning at Home, parents reported helping their children with homework, reviewing vocabulary, and encouraging daily English practice Some
Many parents utilized digital tools like educational apps, YouTube videos, and English songs to support their children's learning, with a moderate involvement rating (M = 3.20) Interview responses revealed that some parents actively participated in academic support beyond the classroom, although their engagement varied based on English proficiency and available time Additionally, collaboration with the community was significant, as many parents enrolled their children in private English centers or encouraged participation in online courses like Monkey Stories or Abeka, reflecting a moderate mean score (M = 3.18) and highlighting the importance of external resources in improving English learning outcomes.
School-based involvement among parents, encompassing communication, volunteering, and decision-making, was notably low Interactions with teachers outside of scheduled meetings were infrequent, and participation in English-related school activities was minimal Both survey data and interview insights corroborated these findings Key factors contributing to this lack of involvement included insufficient invitations or communication from the school and time constraints faced by parents.
Interviews revealed that parents' education levels significantly impacted their involvement in supporting their children's English learning Those with higher education were more confident in providing direct academic assistance at home, actively helping with homework, clarifying vocabulary and grammar, and encouraging additional practice through reading and digital resources In contrast, parents with lower educational backgrounds tended to offer more reactive support, primarily checking homework completion without engaging deeply with the material Additionally, parenting-related activities emerged as the most common practices among the interviewed parents.
56 parents, while learning-at-home activities, including direct academic support, were more popular among parents with higher education levels (more than half of interviewed parents)
4.2.3 Findings on barriers hindering parental involvement
The interviews identified three key challenges that impede parental involvement in their children's English language learning Firstly, time constraints emerged as a significant barrier, with many parents citing demanding work schedules that restrict their ability to support their children at home and engage in school activities Secondly, a lack of English proficiency, particularly among parents with lower educational backgrounds, hindered their confidence in assisting with English-related tasks Lastly, several parents reported insufficient school support, feeling excluded or uninformed due to poor communication, lack of invitations, and inadequate guidance for fostering English learning at home These findings highlight that practical, linguistic, and institutional barriers collectively limit parental engagement in their children's English education.
Research indicates that parents tend to favor home-based support over school-based involvement due to factors such as cultural norms, structural limitations in schools, time constraints, and their own confidence levels To promote a more balanced and comprehensive approach to parental involvement across all six types, it is crucial to address these barriers.
Discussion
This section focused on discussing the study's findings in connection with the relevant research presented in Chapter Two
4.3.1 Levels of parental involvement in each type
The findings revealed that parents were most involved in Parenting (M = 3.61) and Learning at Home (M = 3.20), while Volunteering, Communicating, and especially Decision-Making reflected the lowest levels of engagement
Research indicates that the highest level of parental involvement in parenting is characterized by a focus on emotional and behavioral development rather than direct academic intervention This finding is supported by studies conducted in Thailand and Turkey, which highlight a similar trend among parents In the Vietnamese context, recent studies also align with this perspective, emphasizing the importance of nurturing children's emotional and behavioral growth at home.
In 2014, it was found that parents primarily focused on creating a stable home environment and fostering learning habits, rather than participating in school-related activities These actions, which do not necessitate school interaction or language skills, are more accessible for diverse families This is especially significant in Vietnam, where traditional family values highlight the importance of parental responsibility for children's discipline and academic motivation at home.
Learning at home was found to be at a moderate level, with most parents actively assisting with homework and encouraging study routines, which aligns with Tao and Xu (2022) who highlighted the significant role of Chinese parents in facilitating home-based learning during the COVID-19 pandemic Similarly, Mai (2023) noted that Vietnamese parents supported their children's English learning outside of school, although this support varied by socioeconomic status The moderate involvement observed in this study may be attributed to parents' limited English proficiency and time constraints, as many expressed a lack of confidence in directly teaching English, particularly those with lower education levels This underscores the need to provide parents with simple, practical strategies to enhance English learning at home, regardless of their language background.
Communicating, volunteering, and decision-making exhibited the lowest levels of engagement among parents, aligning with findings from Poyraz (2017) and Mahmoud (2018), which also indicated minimal parental involvement in school-related activities.
The lower engagement in volunteering activities among parents in Vietnamese public schools, particularly in provincial areas like Hai Duong, can be attributed to both structural and cultural factors These schools typically offer fewer formal opportunities for parental involvement compared to their private or urban counterparts Additionally, many parents face constraints due to work schedules and socioeconomic pressures, which limit their ability to attend school events Interviews revealed that parents often cited "lack of time" and "no invitations from the school" as significant barriers to their participation.
In Vietnamese public schools, decision-making is predominantly top-down, with minimal parental involvement, reflecting a hierarchical structure This cultural tendency may deter parents from engaging in decision-making processes or voicing concerns regarding curricula and policies These findings support Hoover-Dempsey and Sandler’s (2005) theory, which asserts that parents' decisions to participate are significantly shaped by their perceived roles and the degree to which schools encourage their involvement.
Effective parent-teacher communication is crucial for fostering involvement, yet this study revealed limited interaction, contrasting with findings by Chouali & Chafa (2016) that highlighted regular communication The low communication score may stem from a hierarchical perception of teacher-parent relationships in Vietnam, where parents often hesitate to engage unless invited, viewing teachers as the primary authority in education Cultural norms of respect can further inhibit active dialogue Additionally, while collaboration with the community was notably higher than the lowest types of involvement, it still lagged behind parenting and learning at home Parents utilized community resources like English centers and online platforms primarily for affordability and convenience, rather than through structured collaboration with schools.
4.3.2 Activities parents engaged in to support their children’s English language learning
The study revealed that the activities parents engaged in to support their children's English learning align with findings from previous research.
The interview findings indicated that parents were significantly engaged in home-based activities, especially in "Parenting" roles that promote a supportive environment for their children's English learning This observation is consistent with the results of several prior studies, including Mahmoud's research.
Research by Dawadi (2018) and Saraswati (2019) indicates that parents often foster a supportive home environment to boost their children's learning In Vietnam, Vu Thi Ngoc Mai (2023) emphasized that parental involvement is particularly significant in creating a stable and encouraging learning atmosphere at home However, there is a noticeable lack of participation in school-based activities.
Research indicates that communication, volunteering, and decision-making reflect trends identified in previous studies Mahmoud (2018) and Tao & Xu (2022) discovered that, although parents acknowledged the importance of collaborating with schools, they often remained disengaged from school decisions and classroom activities due to systemic and cultural obstacles Consistent with these findings, the current study reveals that parents infrequently participated in school-organized English events and felt they were rarely invited to take part in educational decision-making.
(2017) study in Thailand and Tao & Xu’s (2022) research in China, which observed minimal parental influence on curriculum decisions and a general hesitation to engage in school governance
The questionnaire findings revealed significant differences in parental involvement levels based on educational backgrounds Educated parents, particularly those with college, bachelor’s, or master’s degrees, exhibited greater confidence and a more positive role in supporting their children's English learning.
Erdener and Knoeppel’s (2018) study highlights that demographic characteristics significantly influence parental involvement, revealing that parents with higher education levels tend to engage more actively in their children's education.
The challenges identified by parents during interviews offer additional depth to understanding the low participation in school-based involvement
The interview data revealed that time constraints and limited English proficiency significantly hindered involvement Time constraints were the most frequently mentioned barrier, highlighting the pressures of work and other responsibilities, which aligns with findings by Ngo Thi Hue (2014) and Mahmoud.
(2018), who reported that long working hours significantly hampered parental engagement
A significant barrier to parental involvement in English education is the lack of English proficiency, especially among parents with lower educational backgrounds Many parents expressed feeling unqualified to assist their children with English tasks, a challenge that aligns with findings from Dawadi (2019) regarding EFL parental involvement in Nepal.
Summary
This chapter focused on analyzing data gathered from the semi-structured interviews and survey questionnaires In the study, the researcher used SPSS (version
20) software to analyze the data obtained from questionnaires, focusing on the mean and standard deviation values, while the content analysis was applied to the data from ten semi-structured interviews The results of data analysis could lead to the findings to answer the two research questions Parents engaged in home-based tasks, such as 'parenting' and 'learning at home' activities, more frequently than school-based activities, such as Communicating, Decision-making, and Volunteering The results from the questionnaires were further explained by the findings from the interviews Moreover, they rarely participated in decision-making on English-related schoolwork, which resulted in Decision-making having the lowest mean value among the six types of parental involvement in the questionnaire results