Strategies For Parental Involvement In Vietnamese Children's EFL Learning

This study investigates the strategies employed by Vietnamese parents to support their primary school children’s English as a Foreign Language (EFL) learning. The study adopts a qualitative design using semi-structured interviews to collect data. Nine parents of children in Grades 4 and 5 participated in the study. The findings revealed three primary categories of parental involvement including Social Support Strategies, Discursive Support Strategies and Material Support Strategies. Regarding Social Support Strategies, parents initially provided direct assistance and gradually shifted to more indirect support as their children’s language skills developed. Regarding Discursive Support Strategies, parents engaged in knowledge sharing and expressed positive beliefs about their children EFL learning. The parents also leveraged digital media and role models to inspire sustained interest in the language. Regarding Material Support Strategies, investment in digital tools, the provision of print materials as well as organizing visits to book cafés were employed to create engaging learning environments. The findings offer valuable insights into how parental support can facilitate effective EFL learning, thereby contributing to a broader understanding of parental engagement in language education.