The Role of Learners' Attitudes toward Parental Involvement in L2 English Learning

Autor/inn/en	Kim, Jung-Tae; Barrett, Rusty
Titel	The Role of Learners' Attitudes toward Parental Involvement in L2 English Learning
Quelle	In: English Language Teaching, 12 (2019) 1, S.18-29 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Student Attitudes; Parent Participation; English (Second Language); Second Language Learning; Second Language Instruction; Negative Attitudes; Language Proficiency; Parent Child Relationship; Personal Autonomy; Foreign Countries; Grade 6; Elementary School Students; Correlation; South Korea + Suchen Sie Ihr Suchwort? Schülerverhalten; Elternmitwirkung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Negative Fixierung; Language skill; Language skills; Sprachkompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Individuelle Autonomie; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Korrelation; Korea; Republik
Abstract	This paper seeks to examine Korean EFL learners' perceptions of parental involvement and how their attitudes toward parental involvement are associated with the success of parental involvement. Two hundred fifty four EFL children in South Korea participated in a survey asking the degree of their parent's involvement in seven involvement types and their attitudes towards parental involvement. The results showed that while all types of parental involvement were positively correlated with English proficiency for the group of children with positive attitudes towards parental involvement, no such correlations were found for the group of children with highly negative attitudes. In addition, for the group of children with moderately negative attitudes toward parental involvement, only less direct, autonomy-supportive parental involvement was found to be related to their achievement. These results suggest that learners' attitudes toward parental involvement may be a factor that delimits the positive influence of parental involvement on EFL learners' achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01