Quantifying the Relationship between Parental Involvement and English Language Proficiency among EFL Learners

Abstract

This research seeks to establish what kind of relationship exists between parental involvement and English proficiency among EFL learners. The significance of English in communicative influence across nations elevates the need for proficiency in countries where English is not their first language, and thereby elevates the importance of different influencing factors on the learning process. This line thus acknowledges parents in a pivotal role in the fostering of academic achievement in quite a lot of educational setups. This role, however, has not been specific in the EFL learning setup, more so in non-English-speaking environments. A total of 500 pairs of students and parents participated in this research, where the parental involvement survey and English language proficiency test were used through strong quantitative methodology to check the hypothesised relationship. The current research pointed to a robust, positive relation between parental involvement and the EFL learner's proficiency in the English language, with special highlighting of home learning support and school activity information communication. In other words, these findings re-emphasise that active parental involvement is the key toward the development of EFL learning and holds a great value for educators in the field. This study presents limitations: the parent involvement is measured on the basis of self-reporting data, and that most of the recommendations offered toward the future require longitudinal designs that allow investigating effects based on a set of other important contextual factors on the parent involvement and outcomes of EFL learning.