Abstract
The study examined the influence of parental factors on the English Language achievement of Junior Secondary School students of Cross River State, Nigeria. A sample of 500 junior secondary students was selected for the study. Two hypotheses were tested at .05 level of significance and findings showed that socioeconomic status of parents significantly influence students’ English Language achievement while parenting style had no significant influence on English Language achievement. Based on the findings, it was recommended, among other things that, Public Awareness Campaigns should be mounted for parents on ways to improve the socioeconomic status of their wards which is a significant factor in the latter’s English Language achievement.
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