Rationale
Because of the globalization, English has become an international language
In many countries, English is the primary language or official language; whereas in non- speaking countries, it is often taught as a foreign language and has referred to as an international language Hence, it is widely taught at all stages of education system in Vietnam According to the Decision No 1400-QD-TTg of the Prime Minister, English is introduced into the primary education curriculum starting from grade 3 in Vietnam As English education is largely promoted in recent years, it has encouraged and influenced many Vietnamese parents‟ decision to place English as an educational priority for their children They are beginning their children‟s English learning at the earlier age than were common in the past and send them to English language learning center In Do Son, a small district of Haiphong city, there are no such centers English is taught in a classroom context where teachers follow the syllabus and learners have a few hours of English instruction a week In this type of environment, students have little opportunity to articulate English structure that are presented to them When complicated grammatical structures are taught without the opportunity to learn by trial and errors, learners may lose interest in learning English, particularly if their cognition is not mature enough to make sense of these grammatical structure According to my observation, there are too many students in one class, nearly about 40 students Moreover, the number of English periods per week is only 4 periods In such condition, it is difficult for third grade students to be able acquire English well immediately at school They must learn and practise their English a lot at home with the support from parents Different practices of families in motivating children‟s language learning might exist On the other hand, children with good attitudes may be more likely to be persistent in the learning of English if they can develop strategies based on their individual characteristics and aptitudes, supported by family, school and other environments
Motivation is very important to the learning process If children are not motivated, they will not learn Children must see and feel the need for learning
Unless they see a need for and have an interest in learning, there is little incentive for them to learn There are internal and external factors or psychological factors that affect language learning Ellis (1990) states that internal factors are related to individual themselves The other category is the influence from outside or external factors Two of the important external factors are the parents‟ attitude towards second language learning and parent involvement in that process A lot of parents believe that education is the mere responsibility of school Because of this wrong perception, they tend to ignore the needs of their children‟s education at home
Good quality home learning contributes more to children‟s learning than parental occupation, education and income Many researchers have been asserted the influence that parents can have on individual‟s motivation to learn a second language Furthermore, many recent research projects on language learning motivation have included this factor in their studies (Atay and Kurt (2010), Henkel
(2009), Ryan (2009)) They have indicated that parents play an important role in maintaining their children ability as well as in participating for the success of learning The influence the parents on the child can be active supporters of their children‟s foreign language learning without themselves having skill in the foreign language
Although parents play an active role in children‟s learning, there is little research on parents‟ roles in education in general and in language learning in particular in Vietnam However, despite growing documents of factors instrumental to children‟s English learning motivation and achievement, empirical attention focuses on individual characteristics of students, language learning strategies and teachers‟ contributions while neglecting the role of parents that can be shown through their attitudes towards English learning and the way they involve in the learning process All of these reasons did give an account for the researcher‟s wish of carrying out the study “parents‟ roles in motivating primary students to learn English at home” to investigate parents attitudes towards English learning and the way they act to promote their children to learn English.
Aims of the research
This study aims to find out parents‟ role in motivating primary students to learn English To be more specific, the objectives of this study are:
- To find out parents‟ attitudes towards their children‟s learning English at primary schools
- To find out what parents do to encourage their children to learn English
- To find out parents‟ roles in motivating children to learn English
- To find out the common barriers for parents to get involved in children‟s learning English at home?
These aims are formulated into four following research questions:
1 What are parents‟ attitudes towards their children‟s English learning at primary school?
2 What do parents often do to encourage their children to learn English?
3 What are parents‟ roles in motivating primary students in learning English at home?
4 What are the common barriers for parents to get involved in children‟s learning English at home?
Significance of the research
Through this study, theories of motivation are revisited Main definition together with the classification of motivation and the importance of motivation in language learning are represented Besides, an overview of primary students‟ characteristics and their English learning are provided Moreover, the common barriers affecting parents‟ participation in children‟s learning English at home are covered
This study is expected to find out the parents‟ roles in motivating their children in learning English Through the result, it is expected that it can give benefit for parents to know the necessary information about their roles and help them in encouraging their children to learn English more.
Scope of the research
Parents play an important role in primary students‟ English learning Their roles can be shown by their involvement in school and at home Due to time constraints, the length of the thesis and the research‟s knowledge, this study only focus on find out what roles can parents play in motivating their children in learning English at home.
Methodology
This study uses survey method which is based on both qualitative and quantitative data collected from parents of all the third grade students at Ngoc Xuyen Primary School in Do Son District by Questionnaire and Interviews.
Design of the research
The study report is divided into three main parts Part one is the Introduction featuring the rationale for the study as well as the aims, the significance and the methods employed in the research In addition, it also briefly introduces the scope of the study together with the overall design of the research report
Part two is the Development consisting three chapters:
- Chapter 1 is the Literature review covering main issues and concepts related to motivation, primary students and parental factors affecting their participation in motivating their children to learn English at home
- Chapter 2, Methodology, is devoted to describe the research methodology which comprises the information of the research subjects, settings and data collection instruments and procedures
- Chapter 3, Data analysis, Findings and Discussion, presents the results from the detailed analysis of collected data and provides several discussions related to them
Part three is the Conclusion that recapitulates the main contents of the study report Some limitations, implications and suggestions for further study are also represented.
LITERATURE REVEW
Definition of terms
When discussing parents‟ roles, the most commonly appearing – word will be “ parents” As Lockette (1999) mentions “ When we use the term “ parents”, we need to remember that “ parents” can also mean other adults who play an important role in a child‟s life” Lunts (2003) includes parents, guardians, stepparents, siblings, members of extended family and any other adults who might carry the primary responsibilities for a child‟s health, development and education into the meaning of “ parents”
According to Epstein (1995), there are six types of parental involvement which include:
1 Parenting ( helping families with child -rearing and parenting skills)
2 Communicating (developing effective home- school communication)
3 Volunteering (creating ways that families can become involved in activities at the school)
4 Learning at home (supporting learning activities in the home that reinforce school curricula)
5 Decision- making (including families as decision- makers through school- site councils, committees )
6 Collaborating with the community (matching community service with family needs and serving their community)
Parental involvement in type four (learning at home) suggests that the parents can engage in children education through supporting learning activities at home
Attitude is a psychological state that is expressed through agreement or disagreement with a certain situation or value (Eager and Chaiken, 1993)
Role is a prescribed or expected behavior associated with a particular position or states in a group or organization
(http://www.businessdictionary.com/definition/role) Roles correspond to behaviors and vice versa
The Oxford Dictionary defines homework as “ school work that a pupil is required to do at home”
(http://www.oxforddictionaries.com/definition/english/homework)
According to this definition, homework in English learning can be exercises from workbook, memorising vocabulary, grammar and phonemic symbols, listening to tape….
An overview of motivation in language learning
1.2.1 Definition of language learning motivation
In education in general and in language learning in particular, motivation has always been considered as essential factor contributing to success Without motivation, any efforts would be almost impossible Therefore, a thorough understanding of this concept is needed
Motivation has been defined in a number of ways by a variety of researchers and scholars According to MacIntyre (2002:16), motivation indicates a thing or a condition Ager (2001:7) defined motivation as a language behaviors Motivation prompts learners‟ desire to achieve the target language learning and provides a stimulus for continuous learning activity Motivation consists of three aspects: goals, attitudes and motives Goal theory, which is one of three main elements to define motivation, consists of three types of goal: ideal, objective and target (Ager, 2001: 11) However, not all motivations can be explained by the goal theory For instance, motives such as parental expectation, imitation and self-esteem are more likely to be explained by needs more than goals So the satisfaction of needs that can explain these motives is one type of goal theory Another linguist, Harmer (2001:51) states that “at its most basic level, motivation is some kind of internal drive which pushes someone to do something in order to achieve something” More elaborately, Gardner (1985) remarks “motivation involves four aspects: a goal, effort behavior, a desire to attain the goal and favourable attitudes towards the activity in question”
Briefly, motivation is an undoubtedly complicated phenomenon that has many definitions in many ways Although those researchers use different statements to define motivation, all definitions would not contradict its important in language learning and the nature of how motivation is defined similar Simply speaking, if an individual wants to do something, it is necessary for him or her to have the motivation or desire to complete the task Therefore, language learning motivation is very important for people to learn a target language
1.2.2 Classification of motivation in language learning
When employed in education and language learning, the following different types of motivation can be differentiated:
- Integrative motivation: the desire to identify with and to integrate into the target language culture It is a “ motivation to learn a second language because of positive feelings towards the community that speaks that language” (Gardner, 1985) The integrative motive is a composite construct made up of three main components: integrative orientation, interest in foreign language and attitudes towards second language community
- Instrumental motivation: the wish to learn the language for more utilitarian purposes such as meeting the requirement for school or university graduation, applying for a job or achieving higher social status
- Intrinsic motivation: the urge to engage in the learning activity for its own sake
- Extrinsic motivation: motivation that is derived from external incentives such as high marks or compliments from teachers, friends and parents
- Global motivation: the overall orientation of the learners towards the learning of the foreign language
- Situational motivation: it has to do with the context of learning ( classroom, learning environment)
-Task motivation: the motivation that the learners get when they are performing particular tasks in learning performance
- Resultative motivation: according to Ellis (1990), “ it is likely that the relationship between motivation and achievement is an of interactive one A high level of motivation does stimulate learning, but perceived success in achieving second language goals can help maintain existing motivation and create new types” When learners succeed in learning, they may be more or some times less motivated to learn
- Developmental or personal motivation: the motivation relating to “ personal development or personal satisfaction” (Cooper and Fisherman, 1997) This includes such activities as watching movies and reading books in English
Among these types of, the most well-known types are discussed in the following section
1.2.2.1 Intrinsic motivation and extrinsic motivation
Intrinsic motivation refers to “ motivation to engage in an activity for its own sake”( Wordkowski, 1991) He means that the activity itself is for its own benefit
Paul Eggen and Don Kauchak (1994) suggest that such behaviors as curiosity, the need to know and feelings of competence or growth reveal a learner‟s intrinsic motivation, the needs that exist within the learners Intrinsically motivated students are willing to learn the language in the purpose of fulfilling of their curiosity, the need to know and feeling of competence They also enjoy the learning process for the interest, they do not need other kind of rewards or punishment The factors of support of intrinsic motivation include competence (the feeling that you know how to do things), autonomy (being able to perform an activity by yourself) and relatedness (connection with your social environment like helping others)
Three types of intrinsic motivation are classified by Valler (1997) as follows:
- To learn: involving in an activity for pleasure, satisfying one‟s curiosity and exploring the world
- For achievement: engaging an activity for suppressing or accomplishing something
- To experience stimulation: referring to the learners‟ engagement in an activity to experience pleasant sensation
In contrast to intrinsic motivation, extrinsic motivation is defined as a motivation that stems from external stimulus These motivators are unrelated to the subjects being learnt and they exist outside the individual dong the task ( Cheryl L Spaulding, 1992:4) There are four different types of extrinsic motivation depending on the degree of self – determination that learners have in it ( Deci and Ryan, 1985)
- External regulation: referring to a behavior that is determined through means external to the individual such as reward or punishment
- Interjected regulation: representing reasons for performing an activity in respond to some kind or pressure that the individual has internalized
- Identified regulation: the individual decides to perform a behavior because he or she views the activity as personal worthwhile
- Integrated regulation: involving choiceful behavior that is fully assimilated with the individuals‟ other values, needs and identity
In short, intrinsic motivation produces more potential benefits than extrinsic motivation Intrinsically motivated students tend to try harder and think more deeply than extrinsically motivated ones
Gardner and Lambert (1972) first made the most famous distinction between two types of motivation: integrative and instrumental
Integrative motivation is the desire to learn a language to integrate successfully into the target language community According to Garner and Lambert
(1972, cited in Ellis, 1997:50), motivation is strongly influenced by integrative orientation to language learning In their words, "an integrative orientation involves an interest in learning a second language” because of a sincere and personal interest in the people and culture represented by the other group" In addition, “the integratively motivated student”, wrote Masgoret and Gardner (2003), “is one who is motivated to learn the second language, has openness to identification with the other language community and has favourable attitude toward the language situation.”
Instrumental motivation, on the contrary, is something which concerns the practical value and advantages of learning a new language (Lambert 1974: 98, cited in Ellis, 1997), and which is characterized by „the wish to learn the language for purposes of study or career promotion‟ (Ur, 1996: 276, cited in Lan, 2008) and the desire to obtain something practical or concrete from the study of a second language (Hudson, 2000) In other words, instrumental motivation is the learner‟s desire to learn a language for utilitarian purposes (such as employment/travel/exam purposes) in the context of language learning
While both kinds of motivation are essential elements of success in learning a second language, it is integrative motivation which has been found to sustain long- term success when learning a second language Ellis (1997) In some of the early research by Gardner and Lambert (cited in Ellis, 1997), integrative motivation was viewed more importance in a formal learning environment than instrumental motivation Integrative motivation was regarded as superior to instrumental motivation for predicting the success of second language learning (Gass, 2001, cited in Vaezi, 2008: 54) The reason is that if students respect the target culture, they may read literature or practice the language and thereby be able to improve their language skills (Cook, 2001, cited in Vaezi, 2008:54) However, from another perspective, instrumental motivation is meaningful for the learner who has had limited access to the L2 culture, or foreign language settings (Oxford, 1996, cited in Vaezi, 2008:55) Dornyei (1996, cited in Vaezi, 2008:55) opposed Gardner by claiming that instrumental motivation is more important than the integrative motivation It is important to note that instrumental motivation has only been acknowledged as a significant factor in some research, whereas integrative motivation is continually linked to successful second language acquisition
1.2.3 The importance of motivation in language learning
The importance of motivation in enhancing language learning is undeniable
Lifrieri (2005:4) points out that “ when asked about the factors which influence individual levels of success in any activity- such as language learning- most people would certainly mention motivation among them” Brown ( 2000: 160) states that” it is easy in second language learning to claim that a learner will be successful with the proper motivation”
With similar view, Gardner ( 2006: 241) posits that “ students with higher levels of motivation will do better than students with lower levels” “If one is motivated, he/she has reason for engaging in the relevant activities, expends effort, persists in the activities, attends to the task, shows desire to achieve the goal, enjoys the activities” Reece and Walker (1997) express that motivation is a key factor in the second language learning process They stressed that a less able student who is highly motivated can achieve greater success than the more intelligent student who is not well motivated
Among the things that do clearly affected the mastery of a second language is the kind of motivation that a learner has (Finegan, 1994:466).Students who are in some way “motivated” do significantly better than their peers despite using methods which experts consider unsatisfactory and being in unfavorable conditions
Motivation is the driving force in determining whether or not the learning will be successful Therefore, motivation is very crucial in language leaning and it is important for parents and teachers to motivate the children in the process of learning foreign language
1.2.4 Parental factor and language learning motivation
It is found that second language learning are learnt in diverse context
An overview of primary school students
Primary school children in Vietnam are basically aged from 5 to 11 yearsold and included 5 grades They are called young learners The children in this research are third graders in primary school system; thus, their age is about 9 years old
They have the following common characteristics:
Children are physically underdeveloped and not matured biologically
According to the Critical Period Hypothesis, children have a neurological advantage in learning languages They can acquire language more easily Their speech organs are more flexible than those of matured adults They have the advantage in learning a new language because it is much easier for children than for adults to utter the new language with an accurate pronunciation and intonation
Children‟s cognitive ability is underdeveloped Malcolm Knowles‟ pedagogy and andragogy theory maintains that children tend to be dependent thinkers and learners and therefore need teacher when they are at school and parents when they are at home to direct what, when and how a subject is learnt According to Jean Piaget‟s theory of cognitive development, children rely principally on sensory experience of reflecting and acquiring knowledge, and they mostly understand things directly or through audio visual aids and other sensory inputs Competence is encouraged by interactions, interest, opportunities, admiration and signs of affection (Malcolm Knowle, 1984)
Children‟s memory is weak Children cannot control what they are taught, the younger the learner, the patchier storage and recall, which again makes recycling activities necessary, whereas age improve second language capacity
Memory consists of three phrases: register, storing and recalling In order to be able to say that they have learnt a given item successfully, all three stages must be available
Moreover, children‟s memory is more mechanical They do not have access to the memory techniques and other strategies Children have short –term visual memory and forget things quickly It is difficult for them to retain memory over a long period of time Therefore, children should revised at home what they have learnt at school
With regard to language learning, children have good ability to recognize and imitate sounds from individual to individual Children are less self-disciplined and self-directed for study They need more teachers‟ and parents‟ guidance and push
According to Stephen Krashen (1982), most children do not feel nervous about attempting to use a new language, even when their proficiency is quite limited
They are not afraid of taking the risk of making mistakes They do not always monitor their second language speech Children tend to be more awareness of being noticed and praised by teachers, peers and parents.
Home learning
1.4.1 The importance of home learning
English education for children can be done everywhere, not only at school but also in other environment outside school Children‟s English learning environment outside school can be at home Actually, children have more time at home rather at school Therefore, they are supposed to have more learning with their parents Moreover, children cannot master all lessons taught at school once at a time They need to repeat the lesson at home continuously They have to make the continuity between school and home learning because it is very important in motivating children to keep learning their English without stopping These are why parent play an important role to learn at home with children Children‟s interest in home learning is built depending on how parents show their attitude and how they act to help them to learn Parents can improve their children‟s English learning by providing encouragement, reviewing English lessons or providing supporting materials and facilities which can enable their children in their study Through parents‟ attitude, children can realize the importance of English in their future life meeting the need of globalization From that point, their English learning motivation may be enhanced By doing home review, parents can explain more to their children what they have learnt at home Parents can check whether their children understand the lesson, remember vocabulary and sentence patterns or not
Children will also have more opportunity to ask with their parents because of their closed relationship From this review time, parents can help them to learn from books or to read and write the vocabulary and sentences for practice They can also accompany and check children to do homework In addition, they can give their children facilities such as tape recorders or DVD players to help them improve their pronunciation and listening skill
The benefits of enhancing learning at home
- Parental understanding: Parents will understand the material their children are responsible for knowing
- Attainment of goals: Parents can assist their children with attainment of learning goals
- Positive attitude: Students develop a more positive attitude about homework
Effects of learning at home:
For students: - Skills, abilities and tests scores limited to homework and class work
- Positive attitude about homework and school
- View of parents as more similar to teacher and of home as more similar to school
- Self- confidence in ability as learners
For parents: - Knowledge of how to support, encourage and help student at home
- Discussion of school, homework and future plans
- Understanding of instructional program at what a child is learning
- Awareness of child as learners
( Cited in A toolkit for family involvement in education- Oregon Department of Education)
According to Comer (1993), in spite of the agreement that parents‟ attitude and involvement has positive impact on children‟s learning result, parents have reported barriers for them to get involved According to Chen (2008), time constraint is the top reason that parents give for not participating more in their children‟s education Lack of time is also cited by school personnel as a result for not seeking parental support more actively (Chen, 2008) Parents‟ financial condition and educational background are what shape parental behaviors, their opportunities to be involved and their own orientation toward education The parental financial condition affects the children‟s success at school (Hargreaves,
1991) Unlike the children from financially capable families, low income families have a hard time in providing their children with sufficient number of books, extra- curricular activities, or computers to support their learning process Because of that, the children are likely to participate less in academic life which may result in poor academic achievements On the other hand, children from high income family could easily get the access towards books, computers and other facilities
The high awareness of learning needs can also be reflected from the parents‟ level education background supporting children academically These are usually visible from the parents who come from higher education or college graduate in contrast to parents from low education level such as elementary graduate or drop out They tend to ignore their children‟s academic development at school They rarely check the children‟s homework Parents with higher education level would hope that their children would have higher achievement and thus, pay more attention to their children‟s academic Moreover, their English proficiency level would affect the level of their involvement and how they help their children in English learning If parents do not know English, they cannot assist their children with school work at home.
RESEARCH METHODOLOGY
The context of the study
English language teaching at primary level has been actively implemented at almost school since 2010 according to Project "Teaching and learning of foreign languages in the national education system in the period 2008 – 2020” Decision No
1400/QD-TTg 30/9/2008 of the Prime Minister The Ministry of Education and Training is taking a phased approach in which primary English language teaching plays a very important role
Ngoc Xuyen Primary School is in Do Son Districts, Haiphong city The students population is the biggest among three primary schools in Do Son It has for many years to be the most reliable address for students and parents of the district In the school year of 2013- 2014, Ngoc Xuyen Primary School had three third-grade classes Each class had an average of 39 students The biggest class had the maximum of 42 and the smallest had the minimum of 36 Like other primary schools in Haiphong city in general and in Do Son in particular, English teaching has been applying for third graders in Ngoc Xuyen Primary School since 2004 For the past ten years, it used to be an optional subject from grade 3 with the time allocation of two periods per week and using the textbook “Let‟s learn English book
1, 2, 3” (The Educational Publishing House & SNP Panpac Publishing House, Singapore) Because of the implementation, English has become a compulsory subject A new program is applied and the number of periods increased from two periods per week to four periods per week since 2010 The initial result is the textbooks Tieng Anh 3, which was published by Ministry of Education and
Training Tieng Anh 3 consists of twenty units and four review ones for two terms
Each unit focuses on competences, sentence patterns, vocabulary and phonics
Thanks to the globalization and the new policy of the Ministry of Education and Training, parents in Do Son have realized the importance of English for their children more and more and they seem to pay more attention on their children‟s English learning.
Research questions
This paper is intended to investigate the parents‟ role in motivating primary students in learning English so the following questions are intended to be answered in the research Question 1: What are parents‟ attitudes towards their children‟s English learning at primary school?
Question 2: What do parents often do to encourage their children to learn English ? Question 3: What are parents‟ roles in motivating primary students in learning English at home ?
Question 4: What are barriers for parents to get involved in their children‟ learning English at home?
Participants
The subjects of the study include parents of third graders in Ngoc Xuyen Primary School in Do Son District, Haiphong city In the school year of 2013-2014, there were
117 students However, in the parent- meeting at the end of the school year, 12 parents were absent Therefore, only 105 parents were involved in this study As shown in Table
1, 91 valid parent questionnaires were returned The 91 participants included 62 mothers and 29 fathers as in Table 2
Table 1 Validity of Returned Questionnaires
Table 2 Gender Distribution of Participants
Background information requested on the questionnaires included 3 items: 1) parents‟ age, 2) parents‟ English proficiency level, 3) Parents‟ educational background
As seen in Table 3, most fathers ages mainly fell in the group of 40-49 years old, and mother‟s ages were distributed mostly among 30- 39 years old It means that most participants took part in this study were quite young
In terms of educational background, it can be seen in Table 4, most of participants know English, 3.3% of parents were really good at English, 33% said that they were quite good and 42.8% of responses stated that they knew English but not much Similarly, most of subjects graduated high school and higher level
Table 4 English proficiency level and educational background of participants
English proficiency level Frequency Percentage
Some college or associate degree 51 56%
Bachelors‟ degree as much as higher 11 12%
The data collection instruments
Both quantitative and qualitative methods were employed to give qualified background data for investigating the role of parents in motivating their children in learning English In this study, the qualitative data (interviews) was conducted after the quantitative data collection to deepen understanding and interpretation of the results
In order to get detailed data, the study used a variety of research instruments, namely questionnaires and face to face interviews
Questionnaires are considered to be useful for exploration and confirmation One of the strengths of questionnaires is measuring attitudes and eliciting participants‟ ways of thinking “Questionnaire was opted with consideration for its apparent multi-advantage and particular suitability for quantitative research” (Dửrnyei,
2003) One set of questionnaire was given to parents All the questions were written in Vietnamese to make sure that the parents properly understood and express their ideas fully Parental questionnaires consisted of four types of information Firstly, parents were asked to give answer to four questions relating to their background which included their age, educational background and English knowledge The next three questionnaires aimed to collect information about parents‟ attitudes towards the importance of English and the importance of their involvement in their children‟s English learning There were eight questionnaires aimed to explore parents‟ behaviors to help their children in learning English at home and then decided what roles parents played in motivating children in learning The last three questions were given to parents to collect the data relating to their barriers when helping children in English learning process
Instrumentation two: Face to face interviews
The interview questions structured with a list of 4 open-ended questions were based on the survey questionnaires to get a more comprehensive view of the matter Nine parents were chosen randomly to clarify information about the items raised in the questionnaires All the interviews were conducted in Vietnamese in order for the participants to fully express their views without being constrained by the use of a second language They were then recorded and then translated into English.
Data Collection Procedures
Data collection started by contacting the principal of the primary school informing her about the purpose of the study and asking for her consent for the research to take place I also took about one hour to discuss with the third grade teacher of English about the situation of English learning in this primary school and got third graders‟ school transcripts of English subject The procedures of collecting data in this study involves two main phases as follows:
1 The researcher distributed the questionnaire to the third grade students‟ parents at the parent meeting at the end of the school year Before the questionnaire was delivered, the researcher took time to explained the purpose of the questionnaire and answer any questions made by the respondents into Vietnamese
The respondents were also encouraged to ask if there was anything in the questionnaires they did not understand
2 After collecting questionnaires, I asked permission for interviews at home Basing on their background information on questionnaires, I chose nine of them
Five of the interviewees graduated from at least colleges and were quite good at English Most of their children had high performing at English class The others including a farmer, a worker, a hairdresser and a fish seller graduated high school or lower level.
Data Analysis
The data of questionnaires was presented by the frequency and in the form of percentages system It would be used to describe the parents‟ responses towards their attitudes and behaviors to motivate children to learn English
To sum up, this chapter provides an overview of the English teaching and learning context at Ngoc Xuyen Primary School The participants in this research are parents of third grade students To gather the necessary data, parental questionnaires and interviews are used as the instrumentations to seek answers to four research questions given earlier
DATA ANALYSIS AND MAJOR FINDINGS
Parents‟ attitudes towards their children‟s English learning at primary school
1 How do you feel about English nowadays?
Very important Rather important Little important Not important at all
2 How necessary is it for your children to learn English?
Very necessary Rather necessary Little necessary
3 Children should learn English at primary school
Strongly agree Agree Disagree Strongly disagree
Table 5: Parents’ attitudes towards their children’s English learning
As it is indicated clearly in Table 5, the first item asked about the importance of English There were 91 responses to this item All the parents endorsed the importance of English 67.0% parents said that English was very important Parents viewed English rather important by 28.6 % None thought English was not important at all One of interviewees emphasized that:
English language is the number one language in the world It has become an international language English is the world economically, socially and politically It is also the language of technology and computers (P2)
Next, the majority of the parents(41.7%) viewed learning English very necessary for their children, 34 parents, accounting for 37.3%, responded that learning English is rather necessary Only 21% parents thought it was little necessary for their children to learn English This result shows that all parents were aware of the importance of their children‟s learning English Through the interviews, most parents responded that they highly valued the importance of their children's learning English With the emphasis on the value of English, they considered English an asset that can benefit both their children‟s academic and career in the future Followings are what respondents said in the interviews:
- Nowadays, many foreign companies have founded in Vietnam One of the first conditions when they apply is English ability If there are two employers with the same certification, the priority will be for the person good at English (P3)
- I want my child to get further study or go abroad for studying, my child must be good at English (P1)
In addition, a few parents interviewed also stressed the influence of English ability in social comparison That is, parents‟ perceived position or status in relation to others whose children might have better or worse English ability
Last, the third question asked about parents‟ agreement that their children should start to learn English at primary school, 83.6% agreed (39.6 % strongly agreed and 44.0% agreed), 12% disagreed Only 3 parents, accounting 3.2 % strongly disagreed Most parents interviewed wanted their children to start to learn English at third grade One parent wanted their children to start to learn it at one grade because she thought that in language learning the earlier the better Some said that the recent inclusion of English in Vietnamese curriculum at the primary school level is an important reason for them to promote English learning For most parents, the subject of English learning used to be considered an optional enrichment class that children attended for personal interests Participation in these classes did not impact children‟s academic performance at school However, the new changes in educational policy have influenced many parents‟ attitudes toward children‟s English learning As one parent explained:
Vietnamese government has included English in the primary school curriculum I think English before was a trend, it was an interest, now it‟s a must (P5)
Parents agreed that English has become a core subject that is essential to their children at the compulsory educational level When discussing the academic value of English learning, most of interviewees believed that establishing a good foundation of English at the primary school children level is advantageous for their children at the later level in some ways They gave three reasons in particular
First, they stated that successful English learning at the primary school level can facilitate later English learning Second, parents suggested that more time can be allocated to other core subjects one English is taken care of Finally, a high level of English language attainment can lend to a better result in future learning For many parents that I interviewed, English development at the primary level is considered a crucial preparation for the secondary and high school level They believed that knowledge of English at the primary school can have a great impact if their children can fully attend in class and learn English well One of the parents stated that:
I think a very important thing about English learning at the primary school level is to prepare for what‟s coming in the secondary school I hope that whatever she learns in the primary school will be able to help her understand more about the knowledge of the later level (P1)
In a word, the responses to all the questions concerning parents‟ attitudes tended to be mostly in agreement with the importance of their children‟s English learning which indicates that parents have generally positive attitudes about their children‟ learning English at the primary school Most of them highly valued the importance of English in general and the importance of their children‟s English learning in particular.
Parents‟ behaviors
3.2.1 Parents’ interests in involvement in the children’ English learning
1 I am in favor of assisting my child to learn English
2 Parents need to help their children in English learning at home
3 How much effort do you put in encouraging and supporting your child’
Very much Rather much Little Not at all
Table 6: Parents’ interest in getting involved in the children’ English learning
As reflected in the Table 6, most parents expressed strong willingness to be involved in children‟s English learning process Parents said that they were in favor of assisting their children‟ English learning Moreover, all of responses thought that parents needed to help children learning English at home It suggested that parents seemed to share the responsibility in children education with school Three parents participated in the interview criticized the insufficient school English instruction, particularly in a crowded class of nearly 40 students and in its limited time for instruction They also complained that teacher spent too much time on writing The listening and speaking skill were not paid attention One said:
I think the focus at school is writing They do writing for homework They rarely listen to CD School does not focus on listening and speaking So I have to assist my child to practise listening to CD at home (P3)
The responses to the item 3 shows that the amount of effort parents put in encouraging and supporting the children in English learning is different Of the respondents, 29.6% put very much effort, 54.9 % put rather much effort, and only 15.5 % put little effort in their child‟ English learning It may be the result of different family contexts
3.2.2 Ways and types of parental behaviors
Due to the personal characteristics and different background, parents have different ways and strategies to support their children in English language learning
In this part, the parents‟ behaviors to encourage their children‟s in English learning were discussed
Table 7 I have stressed the importance of English to my child in the future
The item in Table 7 asked about parents‟ show of their attitude to the value of English to their children in the future Attitudes, according to Ager (2001) are one of significant component to understand motives such as the objects and goals of language groups in child education planning and types of language behaviors of parents The responses to the item tended to be mostly in agreement As can be seen in the Table 7, there were 91 responses to this item Parents agreed that they had stressed the value of English to their children in the future by 98.9% Only 1.1 % stated that they were not sure if they showed their value of English to their children or not No one disagreed with the statement One of the parents taking part in the interview spoke about her desire for her child to understand the importance of a good English education :
I want my child know the importance of English for him in the future I always remind him about that Realizing the value of English, he will try his best to learn it (P9)
This response indicates that parents expressed their attitude about the importance of English and promote its value to their children Bartram (2006) concluded that parents‟ attitude towards foreign language learning can significantly influence on children‟s motivation Parents can influence children‟s understanding of language status and importance
Table 8 Parents‟ involvement in homework
1 Do you ever get involved in your child’s homework?
2 How often do you get involved in your child’s homework?
Almost all the time Frequently Sometimes Once in a while Almost never
3 How do you often get involved in your child’s homework?
Reminding Checking Accompanying Giving instructions
Table 8 shows parents‟ support and encouragement to do English homework
It can be seen clearly that all parents ever get involved their children‟s homework
However, the amount of time and types of involvement are different 49,5 % responses frequently got involved in their children‟s English homework, 29.7 % sometimes engaged in this activity 12.1 % got involved almost all the time, parents who took part in this activity once in a while accounts for 12.1% Only 2.1 % almost never took care of their children‟s homework Moreover, there are many ways to get involved in children‟s homework such as reminding not to “ give up”, checking they did it or not, accompany children while they are doing homework, only give instructions on how to do it or set time and learning environment for complete homework As in the above table, most parents (97.8%) reminded their children about English homework 41.8% of responses did the second way 38.5 % of subjects instructed their children how to do homework On the contrary, the number of parents accompanied the whole process of homework completion is very few, only accounting for 6.6%.The result of interview shows more detailed the way parents get involved in their children‟s homework One participant stated as follow:
I am not able to help her in doing English homework in the workbook, but I remind her about that, turn off the TV and sit next to her while she is doing it Sometimes, I compare the completed homework with the keys at the back of the workbook I also set specific schedules time for homework She has 4 periods English a week on four weekdays I ask her spend more than one hour to do homework on those days and one hour to revise to prepare for the next period (P9)
Another parent described as follows :
I ask my child to revise everything she has learnt at school including new words and sentence patterns She has to learn by heart all the new words and sentence patterns After that, I check it by letting her write down the new words and sentence patterns again Moreover, she has to read aloud the new words and sentence pattern examples I also ask her to read the text in student book again, listen it on the tape again and translate it into Vietnamese (P6)
This number and description showe that most of the parents provided support and encouragement for their children on homework It suggests that parents realize the importance of homework in English education However, they tended not to directly get involved in their children‟ English homework
1 I set goals to guide my child in English learning
2 I keep an eye on my child‟s achievement
3 I appreciate the child when he/she has good grades
4 I often buy English audio and visual materials for my child to practice at home.
5 I hire a tutor to assist my child to learn English
6 I send my child to foreign language center
7 I enroll the child into English examination on Internet.
When parents were asked about English learning goals and achievement, the majority of participants confirmed that they set goal to guide their children in English learning and pay much attention on achievement 85.7% did the first activity and 89.0 % engaged the second activity When I interviewed some parents, two of them said that they did not care much about their children‟s English achievement To the third primary students, literacy and maths are main subjects that their children should pay much attention on them However, all parents in the questionnaire praised their children when they had good grades Praise by parents or teachers is important motivation for young children in foreign language learning because children often want to be praised for their effort “ If parents are interested in their children‟s achievement in English and have appreciation of their success, the children will be motivated” (Dunn,1990:17) One participant stated as follows:
My son got mark 9 for forty-five minute English test I used the word „very good‟ to praise him The praise has its effect He grows great interest in learning English (P5)
As reflected in Table 9, when the subjects were asked about the materials they facilitate their children while learning English at home, only a few ( 34.1% the number of parents perceived that they often buy English audio and visual materials for their children practice English at home It means that parents pay less attention on other resources helping their children in learning English besides the compulsory book and workbook Parent‟s point of view about the role of other materials can be described more clearly in the interview as follows:
- I know much English but I am not sure whether I pronounce correctly or not So I bought a robot teacher for my daughter She can check the pronunciation and repeat any words in the book (P5)
- I bought a software of learning English from school material company on Internet She can check the pronunciation and do the test on it I find that my daughter is interested when she is learning with it I also bought a lot of English song CDs and picture books for her I also install cable TV for her to see some channels in English like Cartoon network, Bibi (P1)
Parents‟ roles
According to the analysis of questionnaires and interviews, it suggested that parents could play many roles in their children‟s English learning process such as an advocate, a supervisor, a facilitator or an instructor Some parents could play one role while the others could play more than one role
The majority response among parents described their roles as language learning advocates The clearest activity showing this role is their positive attitude towards the English learning Most of them highly valued and stressed the importance of English learning for their children in education and career in the future Therefore, a lot of parents placed English as an educational priority for their children Moreover, this role can be shown through many other activities such as setting the goal to guide children in learning, appreciating them when they got achievement, setting learning environment and schedule for learning, spending more time on English learning
This parental role can be shown by a lot of activates such as reminding children about homework and study at night, checking the homework, accompanying them while doing homework, setting schedule for learning and keeping an eye on children‟s achievement As be shown in the above statistics, most of parents in the study played the role as supervisors
Parents were portrayed as active agent in providing learning conditions facilitating their children‟s language learning and used of particular strategies They typically arranged good learning environments for children such as purchasing audio, visual material, books or robot teachers; employing home tutors, sending children to language center They would even create learning opportunities for children to practise English by installing cable TV to watch some teaching English program or see children‟s films in English and enrolling children into internet examination
A few parents in the interview revealed that they were directly involved in their children‟s English learning They guided children how to learn English and strategies use A parent said that she instructed to write the vocabulary and sentence pattern again and again until they know by heart After that, she asked her child to do exercises in the workbook She explained the homework and gave her instructions She also asked her child to read again the conversation in the book and listen again the audio, then write down the sentence she heard However, the number of parents can play the role as guiders are not many.
Barriers for parents‟ involvement
Table 10 Barriers for parents to get involved in children‟s English learning
1 How confident are you in your ability of English to help your children in English learning?
2 How do you feel about the amount of time you have available to have with your children in English learning?
Too much time About the right of time Not quite enough No time
3 How do you feel about the capability of finance you have to facilitate your children in English learning?
A little financial capability No financial capability
As can be seen in the Table 10, the largest barrier for parents in supporting children„s English learning was lack of English knowledge Over 42% parents said they never felt confident in helping with their children‟s English learning, another 34.1 % of participants said that they felt slightly confident Only 22.0% responses said that they felt quite confident Just 1% said that felt extremely confidents Three of interviewees complained that they did not help children much in English learning, especially in homework due to their lack of English knowledge However, two of participants in interview said that they found it difficult in helping children because the children always stated that parents‟ teaching methods were different from their teacher They also complained that parents‟ pronunciations were not similar to their teacher‟s and they did not know how to help because the program now was different from their past program It caused difficulties for parents when they accompanied children in English learning process This statistics revealed that parents did not only lack of English knowledge but they also did not know how to help children effectively Moreover, financial capability was also a big barrier As you see in Table 10, over 30% parents confirmed that they had no financial capability to facilitate children 52.7% thought that they had little financial capability Only 16.5% confirmed that they had enough money to provide enough resources for children No one stated that they had much financial capability for children to learn English the best Two interviewees said that they earned not much money They only bought compulsory books including student book and workbook for their children Four in nine parents participating the interviews said that they could buy CD, DVD, books, picture books for their children but they could not afford to buy modern and more expensive resources They could not provide additional learning resources such as computers, robot teachers, and E - dictionary or send children to the foreign language centers with foreign teacher They were too expensive One said as follows:
I know that learning English with the native speakers is very good Now, some parents take their children to Apollo language center to learn English The environment is really good and the students there are often great But the tuition is so expensive, over one million per month while my salary is only 3.5 million
So I cannot afford my child to learn there (P6)
In term of time that parents have available with children‟ English learning, most of parents (67.0%) said that they had about the right time for children Just 11.0 % responses stated that they were too busy to have time for their children‟s English learning
From the result of questionnaires and interviews, there are different barriers that each family encountered when they were involved in children‟s English learning process The largest barrier was the lack of English knowledge, then the lack of financial capability Time constraints also impacted on the amount and the quality of parents‟ involvement but for participants in this study they are not the big barrier
The result from interview revealed one fact that some parents also did not know how to help their children in English learning
In this part, the study presents some major findings from the questionnaire and interview conclusion, implications for parents, teachers and schools, limitation and suggestions for further study.
Major findings and conclusions
In general, parents in this study had positive attitudes towards children‟s English language learning Most parents greatly valued their learning of English
They emphasized the importance of English and believed that English ability could give their children better career and education opportunities in the future Parents were also in favor of English learning from primary school because they believed that early English can lay a positive foundation for secondary school and the higher education level Parents also expressed strong willingness to be involved in children‟s English learning process Results from the study shows that besides school instruction, parents reported various strategies and activities that they used at home to encourage English learning A few common activities included encouraging, setting goal to guide children, assisting homework, praising when children get achievement, purchasing materials, showing considerable interest in things related to English, employing a private tutor However, parents‟ involvement seems to stay at the level of encouraging and assisting children do homework The data revealed that there were four types of roles that parents played in motivating children‟s English learning: an advocate, a supervisor, a facilitator and a guider
Parents also reported that they faced some barriers when helping children in English learning, mostly the lack of English knowledge and financial condition.
Some implications
Since parents‟ attitude and active involvement in children‟s English learning are positively correlated with children‟s learning motivation Children are aware of their parents‟ expectation and encouraged by their parents‟ activities, they will perceive this kind of parental support and will put more effort on their English learning English learning is different from the other subjects and more concerned with the development of cognition It should be taken as a long term process
Therefore, parents should learn and increase their English knowledge to match the interest, need and ability of young children It is suggested in order to raise children‟s English achievement Moreover, through this study, parents also improve their way to promote children‟ English learning
For teacher, they can use their knowledge of English language teaching to explain the value and methods of English learning to parents With the cooperation between parents and teachers, the learning process will be more effective Teachers can invite parents to participate in workshop and instruct them the way to help children in learning English at home Some parents do not participate in their children‟s English learning because they are unsure of how to help Information on effective strategies and home practices that parents can apply to support children‟s English learning will also be beneficial for all parents Moreover, educational authorities and school should play a more active role to assist parents in supporting their children‟s English learning For parents with fewer financial resources, information and access to free resources for children‟ English learning is crucial
3 Limitations and suggestions for further study
Due to the limited time available for conducting the study, parents‟ roles in motivating children‟s English learning were examined using only parents of third graders in only one primary school Therefore, the major limitation is the generalizability Based on such participants, the current study cannot extend its findings to make claims about all parents
In addition, due to the scope of the study, data was limited to parents‟ roles in children‟s English learning process at home, future research on how parents‟ attitude and involvement at home affect children‟s achievement would be helpful to provide a critical and more thorough understanding of the parents‟ role in children‟s English learning process More meaningful is to obtain information about the variation of parents‟ attitude and involvement at different learning stages Moreover, it may be very interesting to investigate parents‟ role in higher educational level such as junior school, senior high school and university students
Baker, C (1992) Attitude and Language Clevedon, England: Multilingual Matters
Bartram, B.(2006) An Examination of Perceptions of Parental Influence On Attitudes to Language Learning Educational Research
Brown, H D (2000) Principles of language learning and teaching: Fourth edition New York: Pearson Education Company
Brown, H D (2001) Teaching by principles: An interactive approach to Language pedagogy (2 nd ed.) New York: Longman
Cameron, L (2001) Teaching Languages to Young Learners Cambridge: Cambridge University Press
Cameron, L.2001 Teaching Language to Young Learners Cambridge: Cambridge University Press
Deci, E L., & Ryan, R M (1985) Intrinsic motivation and self-determination in human behavior New York: Plenum
Dornyei, R (2001) Teaching and Researching Motivation Longman Language Journal
Dornyei, Z (1994) Motivation and motivating in the foreign classroom Modern Dornyei, Z (1998) Motivation in second and foreign language learning Language
Dornyei, Z (2001) Motivational strategies in the Language Classroom Cambridge University Press
Ellis, R (1997) Second Language Acquisition Oxford: Oxford University Press
Second language Acquisition London OUP
Ely, C M (1986) Language Learning Motivation: A Descriptive and Causal
Analysis The Modern Language Journal
Feestra, H (1969) Parent and Teacher Attitudes Their Role in Second Language Acquisition Canadian Modern Language Review
Finegan, Edward 1994 (1989) Language Its Structure and Use Orlando: Harcourt
Gardner, R C & Lambert, W.E (1959) Motivational variables in second-language acquisition Canadian Journal of Psychology
Gardner, R C & Lambert, W.E (1972) Attitudes and Motivation in Second language Learning Roley: Mass-Newsbury House
Gardner, R C., & Tremblay, P F (1994) On Motivation, Research agendas, and Theoretical Frameworks Modern Language Journal
Gardner, RC (1985) Social Psychology and Second language Learning: The Roles of
Attitudes and Motivation London: Edward Arnold
Gottfried, A.E (1988) Academic Intrinsic motivation in Young Elementary School Children Journal Educational Psychology
Hargreaves, M.B (1991) Learning under Stress Children of Single Parents and the school USA: the Scarecrow Press
Jean Piaget, The Construction of Reality in the Child, translated by Margaret Cook
London: Routledge and Kegan Paul, 1955
Malcolm Knowles et al., Andragogy in Action: Applying Modern Principles of Adult
Education San Francisco: Jossey Bass, 1984
Rosenbush, Marcia H (1987) Foreign Language Learning and Children The parental
Stephen Krashen, Principles and Practices in Second language Acquisition Oxford:
Vaezi, Z (2008) Language Learning Motivation among Iranian Undergraduate
Students World Applied Sciences Journal
Wilder Penfield and Lamar Roberts, Speech and Brain Mechanisms Princeton, NJ:
Williams, J., S & Burden, R., (1986) What is the motivation in education British Psychologist
Williams, M., & Burden, R L (1997) Psychology for Language Teachers
A toolkit for family involvement in education- Oregon Department of Education
(www.ode.state.or.us/opportunities/grants/fitoolkitpdf) [ Accessed on December
Parents‟ view on Improving Parental involvement in Children‟s Education ( http: www.Scotland.gov.Uk Publication/2005/03/20759/53620 [ Accessed on December 2nd 2013]
Characteristics of Young Learners (www.pearsonhighered.com/assets/0205535488.pdf) [ Accessed on December 21 st
Benefits of Parental Involvement ( http:www/ajmse.leena-luna.co.jp) [ Accessed on March 10 th 2014]
Definition of Role (http://www.businessdictionary.com/definition/role.html) [ Accessed on April 6th 2014]
Definition of Homework (http://www.oxforddictionaries.com/definition/english/homework) [ Accessed on April 6th 2014]
This questionnaire is designed for the research “ Parents‟ role in motivating primary students in English learning” It is used for research purpose only; so please respond to each statement or question thoroughly and as frankly and accurately as you can
Please put a tick in the or write the answers briefly for the following information
3 What is your educational background? a Less than high school b High school graduate c Some college or associate degree d Bachelors‟ degree or as much as higher
4 How good are you at English? a Really good b Quite good c Not good enough d I don‟t know English
Please put a tick in the for the following questions:
1.How do you feel about English nowadays? a Very important b Rather important c Little important d Not important at all
2 How necessary is it for your child to learn English? a Very necessary b Rather necessary c Little necessary d Not necessary at all
3 Children should learn English at primary school a Strongly agree b Agree c Disagree d Strongly disagree 4.I have stressed the importance of English to my child in the future a Agree b Disagree c Unsure
5 Do you ever get involved in your child‟s homework? a Yes b No
6 If you choose “ yes” to question 5, say how often do you get involved in your child‟s homework? a Almost all the time b Frequently c Sometimes d Once in a while e Almost never
7 If you choose “ yes” to question 5, say how do you often get involved in your child‟s homework? a Reminding b Checking c Accompanying d Giving instructions
8 I set goals to guide my child in English learning a Agree b Disagree c Unsure
9 I keep an eye on my child‟s achievement a Agree b Disagree c Unsure
10 I appreciate the child when he/she has good grades a Agree b Disagree c Unsure
11 I often buy English audio and visual materials for my child to practice at home a Agree b Disagree c Unsure
12 I hire a tutor to assist my child to learn English a Agree b Disagree c Unsure
13 I send my child to foreign language center a Agree b Disagree c Unsure
14 I enroll the child into English examination on Internet a Agree b Disagree c Unsure
15 How confident are you in your ability of English to help your children in English learning? a Extremely confident b Quite confident c Slightly confident d Not confident at all
16 How do you feel about the amount of time you have available to have with your children in English learning? a Too much time b About the right of time c Not quite enough time d No time
17 How do you feel about the capability of finance you have to facilitate your children in English learning? a Much financial capability b Enough financial capability c A little financial capability d No financial capability
CÂU HỎI KHẢO SÁT (Phiên bản tiếng Việt)
Bản câu hỏi khảo sát này được thiết kế cho nghiên cứu “Vai trò của phụ huynh học sinh tiểu học trong việc tạo động lực học Tiếng Anh cho học sinh tiểu học” Tác giả rất cảm kích sự giúp đỡ của các bậc phụ huynh trong việc trả lời các câu hỏi sau
Tất cả các thông tin được cung cấp ở đây chỉ sử dụng cho mục đích nghiên cứu; vì vậy rất mong các bậc phụ huynh trả lời các câu hỏi một cách chính xác và trung thực
Hãy đánh dấu vào ô hoặc trả lời ngắn gọn những thông tin sau
Trình độ a Duới phổ thông b Tốt nghiệp THPT c Tốt nghiệp cao đẳng/ đại học d Có bằng thạc sỹ hoặc cao hơn
3 Trình độ Tiếng Anh a Rất tốt b Khá tốt c Không tốt lắm d Không biết Tiếng Anh
Hãy đánh dấu vào ô để trả lời những câu hỏi sau:
1.Anh/ chị nghĩ gì về Tiếng Anh trong xã hội hiện nay? a Rất quan trọng b Khá quan trọng c Một chút d Không quan trọng
2.Con cái anh/chi có cần học Tiếng Anh không? a Rất cần b Khá cần c Một chút d Không cần 3.Trẻ nên học Tiếng Anh ngay từ bậc tiểu học a Rất đồng ý b Đồng ý c Không đồng ý d Hoàn toàn không đồng ý
4 Anh/ chị luôn nhắc nhở con về sự quan trọng của Tiếng Anh với con trong tương lai a Đồng ý b Không đồng ý c Không rõ ràng 5.Anh/ chị đã bao giờ tham gia vào việc làm bài tập của con? a Có b Không
6 Nếu Anh/ chị chọn “ Có” trong câu hỏi số 5, xin hãy cho biết anh/chị có thường xuyên giúp con làm bài tập về nhà không? a Luôn luôn b Thường xuyên c Thỉnh thoảng d Đôi khi e Hầu như không bao giờ
7 Nếu anh/ chị chọn “ Có” trong câu hỏi số 5, xin hãy cho biết anh/chị giúp con làm bài tập về nhà như thế nào? a Nhắc nhở con b Kiểm tra con c Kèm con d Hướng dẫn con
8 Anh/chi đặt ra mục tiêu cho việc học Tiếng Anh của con a Đồng ý b Không đồng ý c Không rõ ràng
9 Anh/ chi quan tâm đến kết quả học tập của con a Đồng ý b Không đồng ý c Không rõ
10 Anh/ chị khen ngợi khi con được điểm cao a Đồng ý b Không đồng ý c Không rõ ràng
11 Anh/ chị thường xuyên mua đĩa và tài liệu cho con luyện thêm Tiếng Anh ở nhà? a Đồng ý b Không đồng ý c Không rõ
12 Anh/ chị thuê gia sư kèm học thêm cho con ở nhà a Đồng ý b Không đồng ý
13 Anh / chị cho con học thêm ở các trung tâm Anh ngữ quốc tế a Đồng ý b Không đồng ý
14 Anh/ chị cho con tham gia các kỳ thi Tiiéng Anh trên mạng a Đồng ý b Không đồng ý
15 Anh/ chị tự tin ở mức độ nào về trình độ Tiếng Anh khi giúp con học ? a Rất tự tin b Khá tự tin c Hơi tự tin b Không tự tin
16 Lượng thời gian mà anh/ chị có thể dành cho việc học Tiếng Anh của con ở mức độ nào? a Rất nhiều b Đủ thời gian c Không có nhiều thời gian b Không có thời gian