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Involvement with reading activities at home has significant positive influences on children’s reading achievement, language comprehension and expressive language skills Gest et al., 2004

TABLE OF CONTENTS

LIST OF ABBREVIATIONS LIST OF TABLES LIST OF FIGURES ACKNOWLEDGEMENTS (200 – 300 words)

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ABSTRACT (no more than 250 words)

Summarize the steps you follow and the main findings of this work

CHAPTER 1: INTRODUCTION (1,000 – 1,500 words)

INTRODUCTION

In an era characterized by rapid globalization and digital interconnectedness,

proficiency in the English language serves as a gateway to endless opportunities The dynamic nature of the globalized world underscores the importance of effective communication skills, with English often assuming the role of a universal language that facilitates cross-cultural understanding and collaboration As of 2023,

approximately 1.5 billion individuals worldwide spoke English either as a native or second language (Dyvik, 2023 ) The acquisition of English as a second language is a widespread phenomenon, with an estimated 2 billion people projected to be learning English by 2020, according to the British Council Moreover, the Organization of Ibero-American States carried out a study that reported in 2020, that 95% of all articles published in scientific journals were written in English, solidifying its status

as a hegemony language in academia and scientific research

This linguistic dominance extends to technology and innovation, where English is integral in fields such as information technology and engineering since numerous programming languages and technological advancements are expressed in this

language The global influence of English also is evident in its role in literature, movies, music, and media English proficiency is also essential for educational

pursuits at prestigious institutions worldwide Recently, EAP programs have started attertiary institutions in English-speaking countries such as the UK, USA, Canada, Australia, and New Zealand, which require students to meet language proficiency requirements before starting their studies In diplomatic circles, English is a crucial tool employed in international conferences, negotiations, and communications

Additionally, English catalyzes cross-cultural collaboration, fostering cultural

exchange and understanding among individuals from diverse cultural backgrounds Inessence, the significance of English on a global scale is multifaceted, influencing various aspects of our interconnected world Therefore, the capacity to communicate

in English has become essential for employees seeking jobs in today's globalized culture, particularly in global businesses or organizations In Vietnam, over 50% of management jobs in different sectors require applicants to perform advanced English communication skills to negotiate and present their organizations to overseas clients and potential business partners (Doan & Hamid, 2019)

Acknowledge the significance of English for kids' future achievement Allowing kids

to learn English at a young age—between three and six or seven years old—is a concept that is gaining popularity in Asian nations, particularly those in Southeast Asia In Vietnam, there is a growing trend of parents seeking to introduce their

preschoolers to English According to information gathered from an online poll conducted by the Vietnam National Foreign Language Project Management Board, as

of April 2018, over 20% of non-public schools and over 75% of public preschools across the country planned programs to support English language learning for young children This is a 20.3% increase from 2017 to 2018, a 26.4% increase from 2016 to

2017, and a 30.5% increase from prior to 2015 Hanoi in particular, 396 preschools spread over 12 districts and a total of 49,980 preschoolers are participating in

experimental programs designed to assist them become more familiar with the

English language.

Therefore, children's English proficiency becomes one of the top priorities for

parents Besides school-provided programs, the English learning market has gained significant growth with various products and services Along with technology

advancements and the Internet explosion, recently, it has been accessible to massive English learning methods and resources However, at the initial stage of young

children, it is impossible for them to shape a suitable learning mindset Therefore, adults' assistance in serving as an instructor for children is necessary Many research has shown that parental involvement in education leads to greater student success in their education in general and English acquisition in particular Involvement with reading activities at home has significant positive influences on children’s reading achievement, language comprehension and expressive language skills (Gest et al., 2004) Research has been conducted on how parents' engagement affects their

children's acquisition of English language competency The involvement of parents encouraged their kids to learn English, especially their guidance at home (Castro et al., 2015; Wilder, 2014) In the research of “Influence of parental involvement on their children’s education and their academic achievement in English language”, it is concluded that the extent to which parents participated in their children's education had a major impact on their academic performance in the English language In order

to significantly improve pupils' academic performance in the English language, parents must take an interest in and collaborate with their children's education

In consideration of the vital role of familial support in children's language acquisitionprocess, our paper explores the potential of a groundbreaking product designed toengage both parents and children in shared linguistic exploration This collaborativeapproach is not only expected to foster a supportive learning environment but alsostrengthen the bonds between generations

Our research begins by delving into the existing literature on language learningstrategies for adults and children, examining the interplay between familial dynamicsand language acquisition By identifying gaps and opportunities, the project lays the

groundwork for the development of the product, emphasizing the significance ofcollaborative learning experiences within the family unit.

1.1 Rationale for the Project (~800 words)

1.1.1 Parental involvement’s efficacy in children’s learning outcomes

Children's academic progress does not only occur inside school With parental

intervention, schooling can be extended out of school scope Children can learn from their parents, family members, and their home environment in addition to formal educational institutions like schools Parent involvement in a child's education is consistently found to be positively associated with a child's learning outcomes Numerous research has shown that parental involvement in education leads to greater student success in their education and positive parents' contribution to children 's school success and academic growth ( (Epstein, 1995; Jeynes, 2007; Fane, 2019; Otani, 2020; Xiong et al., 2021) Children who have greater parental involvement in their schooling tend to perform better academically than children who experience less parental involvement (Gan, Y., & Bilige, S 2019; Duan et al., 2018) On the other hand, Children who fared badly in academic tests had parents who were less inclined

to be involved (Xiong et al., 2021) It also is demonstrated that there is a correlation between young and pre-adult students' greater academic success and their parents' engagement (Reynolds & Clements, 2005) Involvement with reading activities at home has significant positive influences on children’s reading achievement, language comprehension and expressive language skills (Gest et al., 2004) In the research of Parental participation has good and substantial impacts on early childhood education, according to Fujiwara , with parental involvement, children are more regulated, empathic, highly motivated to learn, and lack the amount of despair that is common among kids who are studying at home thanks to parental love, direction, and pleasant communication

1.1.2 Parental involvement’s efficacy in children’s English acquisition

Based on research, it has been shown that parental involvement in children's learning

has positive effects Theoretically, parental involvement will have a positive influence

on children's learning of a new foreign language The time children spend in school and exposed to formal educational environments will often not be as much as the time they spend at home Therefore, children's language development will also be relativelyinfluenced by the family environment More parental involvement will have an impact

on children's second language development because it can help expand the scope of this language's application beyond the school environment Many research suggests that parental involvement has a considerable effect on children’s L2 learning and development (Panferov, 2010; Xuesong, 2006; Fear et al., 2012)

In the context of ESL (English as a Second Language) learning, parental involvement becomes even more significant Data from A Correlational Study on the Seventh Grade Students of MTs Ar-Rahman Jakarta Academic have shown that the higher parents‘ involvement, the better English achievement that students will get (Sumanti

& Muljani, 2021) Parental involvement boosted children's self-efficiency in learning

a second language by inspiring them to learn in a natural setting at home and

providing encouragement during play (Sumanti & Muljani, 2021) Their usage of English at home strengthens and increases their children's imitation and repetition of English, which focus on English also impacts the school environment, with students enthusiastically sharing topics with friends, encouraging English learning Parental aspirations for improved communication within the family, enhanced academic

support for their children, and increased employment opportunities are key driving factors behind the decision to learn English (Anderson, 2014; Kim, 2018) Students whose parents have a high level of participation in and positive attitudes toward their children's English language programs encourage their children to reach greater levels

in the language program (Hosseinpour, Sherkatolabbasi & Yarahmadi., 2015)

1.1.3 Family experience with parental participation’s effect on children's

development

Parents are children's first care-giver, therefore, family cohesion in early childhood education is associated with not only academic skills, mental development but also

social improvement Numerous studies have shown that family cohesiveness can aid

in addressing the individual psychological problems that have an impact on mental

health (Morgan, Mize & Robertson., 2017; Zeng et al., 2021; Nabayinda et al., 2023)

Families that have strong cohesiveness experience less stress, have higher levels of life satisfaction (Lin & Yi, 2019), and have better mental health (Morgan, Mize & Robertson., 2017; Zeng et al., 2021; Rivera et al., 2008) Additionally, previous research has shown a correlation between family cohesiveness and a decreased

incidence of maladaptive behavioral outcomes throughout development (Leidy,

Guerra, & Toro, 2010; Hong et al., 2021)

Moreover, there are numerous studies that indicate the relationship between

children’s well-being and the time their parents spend with them More frequent contact between family members is believed to be related to children's healthy sense

of well-being (Carvalho et al., 2021; Savahl et al., 2019 Li & Guo., 2022) The leisuretime and educational interactions time fathers spend with children positively affect children’s well-being (Li & Guo., 2022) Additionally, as stated by the study

"Children's health-related life-styles: how parental childcare affects them," time usage

by parents and their kids is associated, according to Bonke, J., and Greve, J There was a positive relationship between the amounts of time that parents spend on exercisewith children It is also indicated that parental time use on some healthy activities affects children’s lifestyle behavior more than parental child care

1.1.4 Obstacles to parental involvement

Rencently, along with the development of modern society, working

laboration tend to have less time for their children, especially time for instructing them to study Beside time limitation, parents meet several restrictions when involving in children's education support Common challenges, including time constraints, access to resources, and balancing family commitments ( Li, 2017; Rahman, 2019)

Parents indicated that one of the biggest challenges they faced was that English was a foreign language for them as well Most parents barely use

English outside the classroom setting and decrease the frequency of the usage of this language as they get older , which causes difficulty for them in supportingtheir children (Epstein, 2018; Murshidi et al., 2023; Saputri, Fadhilaturrahmi and Fauziddin, 2022; Triutami & Muljani, 2021) The majority of parents stated that they are unable to communicate with their children at home due to their limited proficiency

in English (Madima & Makananise , 2021) and their inability to reach the necessary resources (Epstein, 2018) Their parents' inability to inspire their kids to study English, leading to children's lack of motivation, was another

persistent issue The subject's difficulty for the kids and parents

themselves contributed to this issue (Murshidi et al., 2023) Anxiety was brought on by the parents' struggles with their kids' lack of interest in school, as well as the kids' lack of interest in the subject matter

1.1.5 Conclusion

To sum up, in the light of recognition of the benefits of increasing parental

involvement in children's English accomplishment and children's mental growth as well, this project aims at developing a product that assists parents in getting involved

in their children's English acquisition and further enhances the tie between two

generations

1.2 Project Objectives (~150 words)

First of all, this project attempts to improve the quality of foreign language learningfor Vietnamese children in particular, and the foreign language quality of Vietnamesepeople in general by creating a learning method that attracts and motivates childrenwho are new English learners

At the same time, "Our family's English journey" has the desire, in addition tostudying, to also help parents and children have more time together, hence creatingpositive impacts on children's mental development Not just a learning method, butalso a means of connecting parents and children Therefore, followings are Project

5 Create community group to connect those parents on Facebook

1.3 Scope of the Project

1.3.1 Project Goals

Project aims to create a calendar to help parents and young people who are juststarting to learn English participate in the challenges attached to each day Each daythe calendar is designed in an eye-catching way to create excitement for the children,along with a reasonably designed program too At the same time, the challenges willvary from indoor to outdoor activities, from traditional to digital forms to attractchildren Included with the calendar are rewards and badges to motivate andencourage the children

1.3.2 Deliverables of project

● The answer for following question:

a What hinders parents when they want to tutor their children instudying?

b Which learning activities can involve children and parents?

c What activities help children enjoy learning more?

● An English learning roadmap that is suitable for children and their parents

● A nice-designed calendar that includes content of the learning roadmap

● List of reference learning resources

● A common community on social networks

1.3.4 Project constraints

● COST: This is a new product The process to bring a product to market

includes market research; sample; design; manufacture; testing and promotion

So the cost for this project is very significant Especially since the targetmarket of the product is very wide, the estimated costs will be very high

● TIME: The project is expected to be carried out in 5 months from January to

May 2024 in order to meet the 1 year TESTING process, so the gantt chart isoverlapping Therefore, the project schedule will be tight and there is a risk ofschedule delays

● RISK: This is a completely new product and there seems to be no competition

in the market However, because it is a new product, reaching customers andexpanding the market is a challenge

1.4 Significance of the project

Vietdata reports that our nation's economy is increasingly embracing "openness," aligning with the global trend of globalization Vietnam, like many other countries, is deeply involved in this trend The government's open-door policies, particularly its accession to the WTO, have attracted substantial support and investment from

developed nations such as the US, Japan, UK, Australia, and Germany All

transactions with investors from these countries primarily occur in English (Lam et al.,2012), emphasizing the necessity for Vietnamese professionals to enhance their

foreign language skills, particularly in English, to effectively engage in lucrative opportunities within foreign enterprises

Despite this, the proficiency of Vietnamese individuals in English remains limited From 2019 to 2021, Vietnam consistently ranked among countries with low English proficiency, according to the Education First (EF EPI) report As of 2024, Vietnam

holds the 54th position globally and 7th in Southeast Asia, yet the overall proficiency level remains average.

This language deficit has led to an expanding demand for English education across various age groups and academic disciplines, surpassing the traditional focus on younger students or those requiring English for international certifications or study abroad Statistics from the General Statistics Office indicate a growing population of 5million preschoolers, 17 million high school students, and over 1.5 million tertiary-level students, all contributing to the increasing need for English education

In response to this demand, the government has been actively promoting foreign language education, notably through the National Foreign Language Project 2020 Initially budgeted at VND 1,060 billion for 2008-2010, VND 4,378 billion for 2011-

2015, and VND 4,300 billion for 2016-2020, the project primarily aims to enhance theteaching and learning of foreign languages, predominantly English, at all educational tiers This project is currently under revision, extension, and supplementation until

2025, with the objective of ensuring that 100% of non-language major university students meet the required standards upon graduation (level 3 according to the 6-level Foreign Language Competency Framework for Vietnam)

Recognizing the importance of English proficiency in preparing children for

international communication environments, many parents are enrolling their children

in English programs from an early age, laying the groundwork for future proficiency and advanced learning opportunities

Along with the excitement of the Vietnamese English market, the market for English learning products is also blooming According to Metric.vn's report, the English Book market in 2024 has total sales of 70.0 billion VND and quarterly growth of -40.1%

with brands such as Moonbook, Mcbooks, Alice Beatrice, Megabook, Fahasa,

Currently, there are many products for children's English learning for parents to choose from However, very few parents realize the importance of accompanying theirchildren to learn English, so there are quite a few products developed based on this feature Although some products increase interaction between parents and students in learning English, they are still quite academic-oriented and do not have significant ability to create a bond between parents and children With low competition and large market potential, this will be a project with the desire to not only help

Vietnamese people increase their English ability by nurturing the language for

children, but also increase access to English exposure to a second language for the generation of Vietnamese workers Further, the project hopes to create products that help increase the time parents spend with their children, thereby increasing family cohesion, creating a foundation for children's overall development

1.4 Report Structure (~200 words)

In addition to the list of acronyms, tables, figures, and references, the primary

body of this thesis consists of the following 7 chapters:

Chapter 1: Introduction

Chapter 2: Literature review

Chapter 3: Project Design

Chapter 4: Project Results

Chapter 5: Conclusion

CHAPTER 2: LITERATURE REVIEW 2.1 KEY CONCEPTS

2.1.1 Design Thinking

This research applies the design thinking process Design thinking is a solving methodology that prioritizes a human-centered approach to innovation andproblem-solving It is a process used to understand the needs of users, challengeassumptions, redefine problems, and create innovative solutions that can beprototyped and tested (Razzouk & Shute, 2012)

problem-Stanford University's Hasso Plattner Institute of Design, is famous for its innovativemethod in design thinking (Interaction Design Foundation - IxDF, 2016) Theirapproach to design comprises the following 5 stages:

Empathize: This stage aims at understanding the needs, thoughts, and feelings of theusers involved in the problem or challenge

Define: The problem is reframed and defined based on insights gained from theempathize stage This involves synthesizing the information gathered and identifyingthe core issues that need to be addressed

Ideate: A wide range of potential solutions is generated to the defined problem Thisstage encourages creativity and divergent thinking, often through brainstormingsessions or other ideation techniques

Prototype: This stage is to build raw versions of the solutions generated during theideation stage Prototypes can take various forms depending on the problem, ranging

from physical models to digital simulations.

Test: Feedback from users or stakeholders are gathered by testing to evaluate theeffectiveness and feasibility of the proposed solutions Based on the feedbackreceived, iterations can be made to refine and improve the prototypes

Design thinking is not a linear process, and it often involves iterating through thestages multiple times as new insights are gained and solutions are refined, repeatingnecessary design thinking process phases until satisfactory results are achieved(Jussila et al., 2020)

2.1.1 Parental involvement

The concept of "parental involvement" refers to the level of involvement a parent has

in their children's education However, parental involvement is defined differentlythrough its development process and the overlap of research LaBahn, J (1995) has

stated in “Education and parental involvement in secondary schools: Problems, solutions, and effects” that parental involvement is a combination of commitment and

active participation on the part of the parent to the school and to the student Parentalinvolvement is also defined as being involved in the educational process such ashelping in school activities and assisting with their child’s homework (Anderson &Minke, 2007) or as home-school partnerships (Lloyd-Smith & Baron, 2010) Thedifferences in definitions of types of parental involvement lead to difficulties inaccessing the existing knowledge in this field, and it can results into con- tradiction inthe study’s findings (Boonk et al., 2018)

In this study parental involvement is defined basing on the framework of Epstein - aleading researcher of parental involvement is Joyce Epstein, the founder and director

of the National Network of Partnership Schools at Johns Hopkins University- whohas identified a framework which encompasses six important factors with regards toparental involvement: parent-ing, communicating, volunteering, learning at home,decision-making and col- laborating with the community

1 Parenting: This type involves activities that support and promote parenting

skills, which aims at providing a nurturing home environment, establishing

routines, creating a positive and supportive family atmosphere and helping them in understanding the purpose and goals of their education.

2 Communicating: This type focuses on effective communication between

parents and teachers, including regular updates on academic progress, school policies, and opportunities for parent-teacher conferences

3 Volunteering: Parents can contribute their time and skills directly to the school

community such as volunteering in classrooms, participating in school events, and supporting extracurricular activities

4 Learning at Home: This involvement type emphasizes activities such as

helping with homework, engaging in educational activities, and promoting a positive attitude toward learning

5 Decision-Making: This type of involvement encourages parents to participate

in advisory councils, committees, and other forums where they can contribute

to educational policies, planning, and decision-making

6 Collaborating with the Community: Parents are encouraged to connect with

external resources and services that can support the school and enhance the overall educational experience This involvement type involves building

partnerships between schools, families, and community organizations to create

a broader network of support for students

2.1.2 Home-based parental involvement

The definition of parent involvement has changed throughout the years as parentalinvolvement in modern society becomes different from that past There are only 2typologies of Family-based involvement under Epstein’s six dimensions of parentalinvolvement: parenting and learning at home Examples of home-based involvementinclude helping kids with their homework, having conversations with them aboutschool, setting high standards, encouraging their academic success, and creating astructured environment that supports learning This review of the literature willexamine to fill a gap in the literature regarding the positive relationship betweenparental involvement practices at home and children’s learning result

2.1.3 Family learning

Parents and families are fundamental factors in a person's development progress,identities shaping, and overall growth A supportive and nurturing environment thatfamilies provide plays a crucial part in fostering children's emotional healthdevelopment, social skills, and their capacity to navigate life's challenges It is widelyrecognized that parents play an important role in their children’s education They areconsidered as their first teachers who help them acquire knowledge, get meaning anddevelop the process of language acquisition (Arnold and Fonseca, 2007)

Family learning encompasses cooperative learning access among family members,creating a nurturing atmosphere for educational pursuits Such involvement caninvolve shared reading activities, interactive projects, and collaborative participation

in educational initiatives (Purcell-Gates, 1995) Family learning is a powerful method

of engagement and learning which can foster positive attitudes towards life-longlearning, promote socio-economic resilience and challenge educational disadvantage(Scottish Family Learning Network, 2016)

2.1.4 Children learning outcomes

2.2 REVIEW OF RELATED STUDIES

2.2.1 The impact of parental involvement on children's academic performance

Several research and textbooks have been undertaken to demonstrate the positiverelationship between the level of parental involvement and children's academicsuccess

For instance, The findings from the study “The impact of parental involvement on children’s academic performance” from Federal University of São Carlo which

focuses on the impact of parental involvement on children's academic performanceimply that greater parental participation in children's school, cultural, and leisure

activities, as well as higher frequency of mother-and-child contact, are connected withimproved academic achievement in children (Fabiana et al,.2008) It is drawn from theresult that it is important to create a supportive and organized family environment,which serves as a protective factor against negative influences and contributes tochildren's academic success (Fabiana et al,.2008) This study involved 110 fourth-grade children who completed a questionnaire on the quality of family interaction andwere evaluated using the School Performance Test (TDE) and questionnaire "Quality

of family interaction according to the children" was used in the study to collect dataregarding the frequency and quality of parent-child communication and interaction

The quantity and quality of parental involvement are also found to be important

factors in children's academic achievement (Gan & Bilige 2019) The study “Parental involvement in home-based education and children’s academic achievement in China” conducted a survey on 4,222 8th-grade students in Hainan Province, China to

find the relation between home-based parental involvement and students’ academicresults The researcher identified four types of home-based parental involvements andtheir relationship with children's academic achievement, as four latent classes wereidentified as supportive, basic, strict and disengaged Students with supportive home-based parental involvement had the highest scores in both academic achievement andsociometric status, followed by those with basic, strict, and disengaged involvement.The differences in the students' achievement among the four types of parental home-based involvement in education were significant and consistent across seven subjects.Therefore, the pattern of results showed that the home-based involvement in children'seducation of the parents of the junior-high-school students positively related to thestudents’ academic achievement (Gan, Y., & Bilige, S 2019)

This study references data and results from previous studies such as The effect of parental involvement and sociometric status on junior school students' academic achievement and school behavior in China (Duan et al., 2018) and extends the scope

of previous research on this relationship to middle schools The research wasconducted in the socio-cultural context of China, a country with many similarities in

culture and politics, especially the priority given to education Therefore, the results

of the study can absolutely be used as reference for the Vietnamese context Althoughthe research object of the study focuses on Chinese junior-high-school students, itsconclusion also shows that parenting styles, including the style of home-basedparental involvement in education, tend to be stable over time, meaning that theextent and characteristics of the involvement are stable as well Therefore, this study

is useful as support for parents of children at any stage in their educational trajectory(Gan, Y., & Bilige, S 2019)

2.2.2 Home-based involvement and its positive effect to Children’s learning process

Many findings drawn from research have proved a positive link between parentalinvolvement in education activities at home and children’s comprehension progress.Parental involvement facilitating reading activities at home such as home reading cancontribute to children’s reading ability (Goldrenbegn, 1989; Senechal & Lefevre,2002; Epstein, 2001) Parent teaching reading and writing is also in accordance withchildren's literacy skills (Senechal & Lefevre, 2002) Activities involving parents andchildren such as facilitating games are also positively related to reading (Éptein,2001) and match achievement (Reynolds, 1992; Fagan and Iglesias, 1999; Seefeldt et

English (Aili & Xin, 2023) However, the paper relies heavily on previous literature

to support its findings and does not address potential confounding factors or variablesthat may influence the relationship between parental involvement and primary schoolstudents' English learning which may introduce bias or limitations in terms of thescope and quality of the sources used

In the study “Influence of the optimal parents' involvement to students' achievement

in English learning”, according to the authors, parents' involvement had a positive

influence on student achievement in English learning This influence was observedthrough parents' roles as educators and caregivers, advisors, motivators, andfacilitators

2.3 RESEARCH GAP

The limited sample size and correlational nature of the data are two of the studies'shortcomings that make it impossible to draw clear causal conclusions Previousstudies are held in Wellington ( New Zealand) or Hainan (China), which differ fromVietnam in terms of its cultural and social environment Therefore, in order to fullycomprehend the link between parental participation and children's academic success inVietnam, more studies with bigger samples and consideration of the country's socialstrata are required

The previous study suggests that parental involvement and the establishment of awarm and supportive family environment are protective factors for children'sacademic performance (Gan, Y., & Bilige, S 2019; Fabiana et al, 2008) In contrast,inadequate parenting practices and low parental involvement are risk factors forchildren's academic performance and increase vulnerability to external threats.(Fabiana et al, 2008) Therefore, it is necessary to build a program to create a cozy,close-knit atmosphere among family members and promote a constructive educationalenvironment It also highlights the need for programs aimed at enhancing the quality