Abstract
Abstract Parental involvement (PI) is crucial for children's educational success, particularly in learning English as a Second Language (ESL). In Malaysia, PI in their children’s ESL learning could be insufficient, with parents potentially not providing adequate support for their children's education. Socioeconomic disparities may also impact the level and nature of parental engagement in children's education This qualitative study explores factors influencing parental involvement in ESL learning among low-income (B40) and high-income (T20) families in Malaysia. Semi-structured interviews were conducted with 12 parents of children attending Malaysian primary public schools, with 6 parents from each income group, selected through purposive sampling. Thematic analysis was employed to analyze the findings, focusing on motivational beliefs, perceptions of invitations, and life contexts as influencing factors. Despite facing financial constraints and time limitations, B40 parents demonstrated resourcefulness and dedication, while T20 parents had more opportunities to support their children. The study underscores the importance of enhancing communication, implementing targeted support programs, and fostering a more inclusive school environment to empower all parents as active partners in their children's ESL learning journey.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: MANU Jurnal Pusat Penataran Ilmu dan Bahasa (PPIB)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
