An exploratory study of parents' perception and involvement in English language learning (ELL) at primary four level in Hong Kong

Abstract

 ‘Winning at the starting line’ has been a presumption held by many Hong Kong parents. Many parents have high expectations for academic competence as this plays an influential role in pursuing higher education and a desired career. Therefore, their involvement with their children in general education and English language learning has been significant as found in multiple studies. As for English language learning, parents appear to emphasise grammar and vocabulary learning and overlook the value of English reading. Previous literature has shown that there is high parental involvement in homework and media-based activities such as watching English TV and videos as English learning activities at home. However, parents’ involvement in reading activities has been found to be lacking because parents perceived the benefits of reading English as lower than other language aspects. This dissertation sought to explore perceptions and involvement in English learning and reading activities of six parents, each with a child in primary four. It examined possible changes in parents’ perceptions and involvement with English reading after an intervention. Using a mixed-method approach, this study used qualitative and quantitative instruments such as interviews and journals to generate and record data about parents’ perceptions and involvement. The study included a pre-intervention phase, intervention workshop phase, and a post-intervention phase. Intervention workshops were held to develop parents’ knowledge, skills, and strategies of reading comprehension. After the workshops, participants were encouraged to implement the instructed strategies and keep records of their practice for two weeks. Results from the interviews and intervention journals indicated that parents implemented the instructed strategies and their implementation shaped their parental roles differently. Introducing reading comprehension strategies to parents primarily enhanced their roles as language learning advisors as parents were then able to inspire their child to utilise comprehension strategies to facilitate understanding. These strategies also functioned as guidelines for parents to get involved in their child’s English reading. Parents reflected that their involvement provided emotional support to their child and they became happier and more motivated to read English books. It is worth noting that the extent to which this was attributable to the intervention could not be asserted without a control group or an account for other variables such as parents’ existing reading practices and initial attitudes towards reading English.