FACTORS INFLUENCING PARENTAL INVOLVEMENT IN CHILDREN'S ENGLISH AS A SECOND LANGUAGE LEARNING: A CASE STUDY OF B40 AND T20 FAMILIES IN MALAYSIA
DOI:
https://doi.org/10.51200/manu.v35i1.5196Keywords:
ESL learning, parental involvement, primary school, qualitative study, socioeconomic statusAbstract
Abstract Parental involvement (PI) is crucial for children's educational success, particularly in learning English as a Second Language (ESL). In Malaysia, PI in their children’s ESL learning could be insufficient, with parents potentially not providing adequate support for their children's education. Socioeconomic disparities may also impact the level and nature of parental engagement in children's education This qualitative study explores factors influencing parental involvement in ESL learning among low-income (B40) and high-income (T20) families in Malaysia. Semi-structured interviews were conducted with 12 parents of children attending Malaysian primary public schools, with 6 parents from each income group, selected through purposive sampling. Thematic analysis was employed to analyze the findings, focusing on motivational beliefs, perceptions of invitations, and life contexts as influencing factors. Despite facing financial constraints and time limitations, B40 parents demonstrated resourcefulness and dedication, while T20 parents had more opportunities to support their children. The study underscores the importance of enhancing communication, implementing targeted support programs, and fostering a more inclusive school environment to empower all parents as active partners in their children's ESL learning journey.
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