Parental role in the English Language learning of their children during COVID-19 pandemic: A study of parents of secondary school ESL learners

Corresponding Author Email: takhee@rediffmail.com

DOI : https://doi.org/10.51470/BITS.2024.03.02.33

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Introduction 

The COVID-19 pandemic has significantly changed the form of education, requiring a massive transition from everyday school experience to digital learning, which deeply impacts students’ learning experiences across the world. This change has showcased the essential role parents play in their child’s education, specifically in the context of English language learning for secondary school students, full of schools and other institutions shifting from offline learning to digital learning immediately parents needed to learn to navigate digital classrooms. Apart from this, they also had to assume a more significant role in ensuring that their children remain focused on digital learning. 

This research examines multiple dimensions of parental roles, including the challenges faced by digital literacy, digital access, economic constraints, pharma and the need for stronger collaboration between parents, teachers and students in creating a school-home study space. This study contrasts the experiences of parents from various educational backgrounds such as private vs government schools, and takes into account the disparities between rural and urban geographical locations after parents. In accounting for these factors, this study aims to throw light on the types of challenges and opportunities that impact parental roles in English language learning under the unprecedented COVID-19 pandemic situation. Exploring the nuances of parental involvement in ESL education during the COVID-19 pandemic is important for recording strategies used to support students effectively. This study seeks to provide insights into how parents have managed to support their children’s language learning, the theme impact of their involvement on their child’s performance, and the broader implications for language training and educational practices in difficult and crisis circumstances. Through a broad analysis of parents’ experiences, this study adds to existing scholarship on the discourse of teaching in difficult times, highlighting the importance of parental involvement in ensuring students adapt stability to new learning environments.

Literature review

Teaching in difficult circumstances has been a topic of extensive study and scholarly debate over many decades, with researchers highlighting various challenges and recommending solutions to address these challenges. [8] highlighted the necessity of providing students with multiple opportunities for practicing language tasks, specifically difficult in large classes and other difficult circumstances. This literature review will highlight how traditional problems have changed new challenges have arisen, and how parental role has become necessary in today’s difficult circumstances surrounding language teaching situations full the literature review will describe how new solutions, including outside-the-class language networks, parental involvement, and asynchronous take homework assignments, play a role in remedy the challenges of digital language learning. Some relevant and similar studies are also taken into consideration [7-14].

Ensuring maximum language practice

With the shift to online learning during the COVID-19 pandemic, Sir’s form and structure of what constitutes a problematic teaching circumstance has changed. For the first time, teaching in difficult circumstances also meant that teachers from parents and other stakeholders had to take into account digital access and digital literacy posters online interaction during classes often led to reduced interaction between the teachers and students and resulted in reduced participation in the part of students com so, the store ends practice the target language lesser and less. However, technological advancements have also ensured that there are newer ways of ensuring that students have more chances to practice the target language. Interactive language learning apps, summer virtual language exchange programs and class participation forms are some of the tools that have facilitated language practice outside the traditional video classroom [3].

Student engagement in large classes

Sustaining student engagement in large classes is another significant challenge highlighted by [8]. In a traditional classroom, teachers can employ multiple strategies to ensure student engagement, including fear slash group exercises, interactive activities, and instant feedback. However, these strategies to ensure student engagement need to be significantly revised to be applied to classes in the digital space. In an online setting, the lack of actual, physical presence of a teacher can lead to decreased motivation, engagement, and former attention span among students. To address this, teachers have been exploring Komal learning different online engagement platforms and techniques such as gamification flip classrooms and real-time polls and quizzes [7]. These new strategies can make digital classroom space for students to actively engage, and for teachers to ensure that such engagement is sustained throughout the class.

Easing teacher burnout

An often unaddressed issue in the context of large classes as noted by [8] is teacher burnout will stop the additional load of planning, managing, coordinating a large number of students often leads to teacher fatigue and motivation. The COVID-19 pandemic significantly added to existing factors leading to the teacher banner. First shift to digital teaching commerce teachers suddenly had to adapt to new ways of teaching, new technologies and new methods of preparing for classes overnight. But little support from school administration, and little time for professional development and training corner teachers or lone warriors in mitigating online teaching challenges. With some collaboration between teachers, some teachers were able to cope with these challenges and avoid teacher burnout. Another interesting way to cope with teacher burnout is to adopt a more student centred approach to naturism technology 2 automatize some administrative tasks. Both these strategies can alleviate some of the pressures on teachers and ensure that day avoid teacher burnout [4]. 

The role of external factors in language learning

Petition to the teaching strategies common external factors also play an important role in language learning specifically in difficult circumstances. Mally open brackets 2001 close brackets argue that instructional focus should go beyond the classroom to include students’ life experiences, socio-economic background Sharma, and the challenges they face at home. Socio economic asymmetry and economic barriers can hinder language acquisition and it is necessary to create a learning environment that addresses these issues. Parental role becomes a crucial factor in such circumstances. Previous research showcases that parental involvement in their child’s education can boost their academic academic performance [5]. Wild children learn languages parents can be involved in their child’s learning by providing multiple instances for them to practice, Co practice the target language at home, providing access to learning resources where possible and creating a conducive learning environment for better student engagement. Additionally, parents who are actively engaged in their children’s education can also attempt to build parent teacher collaborative space, making learning a more bridged experience. With such learning bridges, the student will experience continuity in their Language learning within the classroom and at home.

The Importance of Socio-Cultural Context

[6] further highlights the importance of incorporating socio-cultural contexts into language instruction. Understanding the cultural background and daily experiences of students can help educators design more relevant and engaging lessons. For instance, using locally relevant texts and examples can make learning more relatable and meaningful for students. This approach not only enhances comprehension but also fosters a sense of connection between the students and the learning material.

Teacher Autonomy and Decision-Making

[2] discusses the need to empower teachers in difficult circumstances by considering their ideas and decisions. Teachers are on the front lines and have firsthand experience of the challenges their students face. By involving teachers in the decision-making process, educational institutions can develop more effective and practical solutions. This bottom-up approach contrasts with the traditional top-down administrative model, which often fails to address the specific needs of students and teachers in challenging environments.

Resource Enrichment and Autonomy

[1] points out that providing enriched resources can significantly improve language learning in difficult circumstances. In rural schools where learners are socially disadvantaged, it is crucial to offer ELT (English Language Teaching) materials that promote autonomy. Self-selected texts, for example, can give students the freedom to choose what they want to read, increasing their motivation and engagement. These texts can include a variety of formats, such as illustrated stories, newspaper articles, poems, and dialogues, which cater to different interests and literacy levels.

Collaborative Learning Beyond the Classroom

[1] also emphasizes the importance of collaborative learning beyond the classroom. Encouraging students to discuss local-language-based texts with their parents, regardless of their literacy and English proficiency levels, can create a supportive home learning environment. This “discovery of a hidden textbook” approach allows students and their parents to engage in meaningful learning activities together. It also fosters a sense of community and shared responsibility for education.

Parental Involvement as a Key Factor

Given the critical role of parental involvement in supporting learning in difficult circumstances, it is essential to explore strategies to enhance this involvement. Effective communication between teachers and parents is a starting point. Regular updates on students’ progress, challenges, and achievements can help parents stay informed and engaged. Schools can also organize workshops and training sessions to equip parents with the skills and knowledge needed to support their children’s language learning at home.

The literature on teaching in difficult circumstances highlights several key challenges and potential solutions. Ensuring maximum language practice, maintaining student engagement, and alleviating teacher burnout are fundamental issues that have persisted over time. However, the COVID-19 pandemic and other extreme situations have introduced new challenges, necessitating innovative approaches to teaching and learning.Extraneous factors, such as outside-the-class language networks, parental involvement, and take-home work, play a crucial role in supporting language learning in difficult circumstances. Understanding the socio-cultural context of students and involving teachers in decision-making processes can lead to more effective and relevant educational strategies. Additionally, providing enriched resources and fostering collaborative learning beyond the classroom can enhance student autonomy and engagement.As the educational landscape continues to evolve, it is essential to adapt teaching practices to meet the changing needs of students in difficult circumstances. By leveraging technology, fostering parental involvement, and promoting a holistic approach to education, educators can create a supportive and effective learning environment for all students.

Research questions

The present study has four objectives. Firstly, it delves into parents’ self-assessment of their efficacy in supporting their children’s English learning during the pandemic, seeking to comprehend the perceived capabilities of parents in facilitating language acquisition. Second, the research explores the diverse methods employed by parents to foster awareness around their children’s online learning experiences, shedding light on the strategies adopted to stay informed and engaged with virtual education. Additionally, the study delves into the evaluation of support structures provided by teachers and schools to assist parents during the pandemic, aiming to identify and assess the resources and assistance offered by educational institutions. Lastly, the research investigates the communication dynamics between students and parents, aiming to discern whether students actively share their learning experiences, thereby gauging the extent to which parents are involved in their educational journey. For this purpose, the researchers aim to answer the following research questions:

1. How did parents assess themselves in terms of being able to help their children learn English during the pandemic?

2. How do parents build awareness about their children’s online learning?

3. What teacher/school support is available for parents?

4. Are students sharing their learning experiences with their parents?

Background to the study:

Parental involvement typically encompasses the actions of parents, guardians, and caregivers in supporting the educational journey of their school-aged children. Various factors may contribute to limited parental engagement in their children’s education. Some parents, grappling with high workloads or living separately, adopt a more hands-off approach, entrusting the school with greater responsibility for academic matters. This reduced parental involvement can significantly impact student performance, as students lack a support network beyond the formal learning environment. Moreover, certain parents may lack the digital literacy necessary to monitor their children’s online classes, especially during the Covid-19 pandemic, where online schedules have become integral to education. Economic constraints, manifested in poverty, pose another barrier, preventing parents from affording essential digital devices and monthly data charges, limiting the family’s resources and hindering their children’s ability to engage in online learning.

The pandemic has underscored the critical need to examine the effects of both online and offline education on students’ learning experiences, as well as the level of cooperation and coordination between parents and students within the home environment. Understanding these dynamics becomes particularly pertinent in the context of the Covid-19 pandemic, where the traditional modes of education have undergone significant transformations.

The final facet of this study delves into the examination of parental roles in their children’s English learning during the Covid-19 pandemic, drawing distinctions between Private and Government-managed schools and exploring variations between rural and urban areas. This nuanced approach aims to shed light on the diverse challenges and opportunities faced by parents based on the educational context, providing a comprehensive understanding of the impact of the pandemic on parental involvement in English language learning.

This research is an integral component of a larger Ph.D. study titled “A Study of Parents of Secondary School ESL Learners.” The study involves analyzing responses from a carefully selected sample to gain insights into the role parents play in their children’s English learning during the Covid-19 pandemic. By focusing on specific aspects such as parental involvement, digital literacy, economic challenges, and the dynamics of online and offline education, this study aims to contribute valuable knowledge to the broader discourse on education in unprecedented times.

Researching as a teacher-researcher

Embarking on this research project was driven by a profound concern for the state of education during the Covid-19 pandemic. Despite the commendable efforts of both government and private institutions to provide various modes of education, including online and offline platforms, it became apparent that there was a noticeable absence of local parental encouragement. This lacuna in engagement prompted a critical examination of the dynamics between parents and the educational system, leading to a research initiative aimed at understanding and addressing the challenges faced by both parents and teachers. In this write-up, we delve into the motivations behind this research, explore the implications of the findings for classroom practices, and outline the future trajectory of this ongoing investigation.

The impetus for this research project stemmed from the observation that, despite the availability of diverse educational avenues during the pandemic, there existed a discernible void in parental involvement at the local level. The realization that parental encouragement plays a pivotal role in a child’s educational journey prompted a deeper investigation into the factors contributing to this lack of engagement. Understanding the dynamics between parents, students, and the education system became crucial for devising effective strategies to bridge this gap.

Data collection and tools

Bilingual questionnaires, encompassing both Telugu and English, were meticulously prepared and distributed in hardcopy format to a cohort of 16 parents hailing from four government schools. These schools, strategically chosen from two urban areas in Hanamkonda and two rural areas in JayashankarBhupalpally Districts, were selected based on their student population, each hosting more than 200 students. Simultaneously, an equivalent number of questionnaires were administered to parents from four private schools. This private school cohort included parents from two urban areas in Hanamkonda and Warangal Districts, as well as two rural areas in JayashankarBhupalpally and Mulugu Districts, all with student populations exceeding 200. Before they participated in the study, explicit consent was obtained from the parents after a detailed explanation of the study’s objectives and a commitment to safeguard the confidentiality of their information. In instances where parents were identified as illiterate, a designated scribe was appointed to provide explanations for the questions and record their responses on the questionnaire. 

Consent has been obtained from the District Educational Officers and the Heads of the respective institutes, allowing visits to the necessary parents within the targeted schools. Additionally, the parents themselves have provided written consent to actively participate in the survey. During this process, parents have been thoroughly briefed on the significance of the study, emphasizing the importance of their contribution and assuring them of the strict confidentiality measures in place to safeguard their information. This transparent and ethical approach ensures that all stakeholders are well-informed and willingly engaged in the research endeavor.

Findings

How did parents assess themselves in terms of being able to help their children learn English during the pandemic?

Parents are assessed by articulating their perspectives through a set of questions, revealing a notable lack of awareness (59.6%) regarding the schedule and timetable of online and offline classes broadcasted by the state education department. Interestingly, a substantial portion (53.1%) expressed a strong belief that watching English programs, news, horror movies, and cartoons on TV could significantly contribute to enhancing their English language proficiency. Moreover, a significant majority of parents (84.4%) conveyed a sense of discomfort in comprehending the intricacies of the children’s education system during the challenging period of the Covid-19 pandemic. This self-reflection highlights varying degrees of awareness and comfort among parents, shedding light on potential areas for intervention and support to enhance their understanding of the educational landscape amid the ongoing pandemic. The findings underscore the need for targeted initiatives to address the identified areas of concern and bridge the gaps in parental awareness and comfort levels regarding the evolving educational paradigms.

How do parents build awareness about their children’s online learning?

Parents have communicated that a significant portion, accounting for 56.3%, maintains minimal interaction with teachers to ascertain their children’s English attendance. Additionally, a noteworthy percentage, specifically 34.4%, reported a limited number of parents receiving feedback on their children’s exams following each Continuous and Comprehensive Evaluation (CCE) examination. This feedback mechanism appears to be underutilized, indicating a potential area for improvement in fostering communication between parents and teachers. The findings suggest a need for strategies that promote increased engagement between parents and educators, enhancing the flow of information regarding students’ attendance and academic progress. Addressing these aspects can contribute to a more collaborative and informed educational environment for the benefit of the students.

What teacher/school support is available for parents?

A notable percentage of parents, specifically 56.3%, anticipate that the school or teachers should furnish additional study materials beyond the prescribed textbooks. Moreover, a substantial majority, constituting 78.1%, indicated that online copies of study materials are being made available to their children. Interestingly, 43.8% expressed a desire to have English teachers visit their homes every month. This monthly visitation, as per the parents’ preference, aims to monitor the progress of their children in English classes and ensure oversight of their English homework. The feedback suggests a parental expectation for enhanced support in the form of supplementary materials and direct engagement with English teachers to actively monitor and contribute to their children’s English language education. Addressing these expectations could foster a more collaborative relationship between parents and educators, ultimately benefitting the students in their language learning journey.

Are students sharing their English language learning experiences with their parents?

An overwhelming majority, accounting for 84.4%, perceive that their children actively share their learning experiences with them. Additionally, a substantial portion, specifically 59.4%, indicates that their children often approach them with subject-oriented queries related to the English language. This suggests a robust communication channel between the students and their parents, with the children not only sharing their educational experiences but also seeking clarification and guidance on English language-related matters. The findings highlight a positive trend in parent-child communication regarding academic pursuits, showcasing an active involvement of parents in their children’s educational journey, particularly in the realm of English language learning. This dynamic exchange of information contributes to a supportive learning environment, fostering a deeper understanding of the subject matter.

Summary of findings:

The research has revealed several key recommendations to enhance the educational experience for both students and parents, particularly during the challenging period of the Covid-19 pandemic. One prominent finding emphasizes the imperative need to effectively communicate the schedule and timetable of online and offline classes, broadcasted by the state education department, to parents. The awareness on these schedules should be disseminated comprehensively and clearly to ensure that parents are well-informed about the educational activities of their children.

Motivating parents to actively contribute to their children’s English language development is another crucial aspect highlighted in the research. Encouraging parents to create an English-rich environment at home by providing various digital facilities, such as English movies, news, cartoons, and other resources, can significantly contribute to improving the language skills of students. This recommendation underscores the importance of involving parents as active partners in fostering a conducive learning atmosphere beyond the classroom. Moreover, the research underscores the importance of regular parent-teacher meetings, which can be organized either online or offline. These meetings serve as a platform for parents to share their perspectives on the development of their children’s English language skills. The exchange of views between parents and teachers fosters a collaborative approach, ensuring that both parties are actively engaged in the educational journey of the students. Flexibility and accessibility in the education system during the pandemic are also emphasized. Recognizing the challenges faced by parents, the suggestion is made to create a more adaptable and easily accessible education system. This flexibility aims to accommodate the diverse needs of parents and students, recognizing the unique circumstances presented by the ongoing health crisis.

A critical recommendation is directed towards the government, urging them to provide digital facilities specifically to government schools. The research identifies a communication gap between government school parents and the school authorities regarding crucial aspects like attendance, feedback, and the progress of their children. Addressing this communication gap by ensuring access to digital resources can bridge the divide and facilitate better engagement between the school and parents. Extending support from schools and teachers to students is another crucial aspect highlighted in the research. The suggestion is made to provide additional worksheets and establish regular home visits to foster a strong rapport with parents. This multifaceted approach aims to create a more supportive learning environment for students by involving teachers actively in the home and family context. Furthermore, the research advocates for encouraging English learning home assignments that involve parents. This collaborative approach ensures that parents are actively participating in their children’s learning process, creating a sense of shared responsibility between the school and the family.

The research recommendations encompass a holistic approach to enhancing the educational experience during the pandemic. From effective communication strategies to involving parents in creating a language-rich environment at home, the findings underscore the importance of collaboration between schools, teachers, and parents. Implementing these recommendations has the potential to create a more supportive and engaging educational environment that addresses the unique challenges posed by the ongoing health crisis.

Implications

The findings of this research hold significant relevance for educators and policymakers, particularly in the context of improving classroom practices during and beyond the pandemic. Firstly, it is recommended that educators frequently consult with parents to glean insights into their perspectives on their children’s learning experiences. This collaborative approach fosters a supportive environment where educators and parents work together for the benefit of the students.

Awareness programs emerge as a key recommendation, especially for parents of government school students. These programs should educate parents on the dos and don’ts of online and offline teachings, enhancing their understanding of the educational methodologies employed. Furthermore, advocating for the provision of digital means of communication specifically for government schools is crucial to ensure that these institutions have the tools necessary to facilitate effective communication between educators and parents.

The research findings also underscore the importance of sharing online and offline English teaching materials with students, accompanied by discussions with parents. This multifaceted approach aims to enhance parental understanding of the educational content, creating a more informed and supportive environment for the students’ learning journey.

Future Plans and Continued Research

Looking ahead, the research endeavors extend beyond the initial focus on parents. The exploration of the opinions and challenges faced by teachers has become a pivotal aspect of this ongoing investigation. By expanding the scope to include the perspectives of both educators and parents, a more comprehensive understanding of the intricacies of the online and offline education system during the pandemic is sought.

Plans involve a continued dialogue with teachers and parents to delve deeper into the challenges posed by the evolving educational landscape. By eliciting their opinions on the efficacy of current educational practices and identifying areas of improvement, the research aims to contribute valuable insights that can inform policy decisions and instructional strategies.

Lastly, this research project emerged as a response to the evident gap in parental involvement despite the myriad educational avenues made available during the pandemic. The findings not only have implications for classroom practices, emphasizing the need for collaboration and awareness, but also lay the foundation for an ongoing exploration into the challenges faced by both educators and parents. As we navigate the complexities of education in unprecedented times, this research serves as a beacon, guiding efforts to create a more inclusive and supportive educational environment for all stakeholders involved.

Conclusion

Online learning has revolutionized the dynamics of parental involvement in their children’s education, offering enhanced convenience and flexibility. Parents no longer need to physically attend on-site meetings, allowing them to play a more active role in their child’s educational journey while maintaining centralized access to all tasks. To further engage parents on an individual level and keep them informed about their children’s areas of development and strengths, various strategies can be implemented.

One effective approach is the hosting of monthly virtual parent-teacher meetings, facilitated through video conferencing systems. These meetings provide a platform for personalized discussions, enabling parents to gain insights into their child’s academic progress and address any concerns. Additionally, message boards or closed social media groups can be established to foster a sense of community among parents. These platforms serve as spaces for exchanging ideas, sharing experiences, and providing constructive feedback on educational matters.

The creation of an e-newsletter emerges as another valuable tool to keep parents informed about virtual class projects and upcoming deadlines. This regular communication ensures that parents stay actively involved in their child’s educational activities, promoting transparency and collaboration between home and school. Moreover, hosting online “open houses” becomes an innovative way to showcase students’ completed work, allowing parents to participate in discussions about the school quarter or semester.

To facilitate continuous learning and engagement, online workshops can be organized, highlighting practical tips for parents to connect effectively with their child’s educational experience. These workshops can address common challenges and guide on spending a meaningful ten minutes each day reviewing online work and checking the virtual bulletin board. This proactive involvement not only keeps parents informed but also empowers them with the tools to actively support their child’s learning, the shift to online learning has opened up new avenues for parental involvement in education. The adoption of virtual parent-teacher meetings, interactive platforms like message boards, e-newsletters, and online open houses, along with informative workshops, transforms the traditional parent-teacher relationship. This comprehensive approach ensures that parents are well-equipped to contribute meaningfully to their child’s academic journey, fostering a collaborative and supportive learning environment. As the educational landscape continues to evolve, these strategies serve as a blueprint for maximizing parental engagement in the era of online learning.

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