Quantifying the Relationship between Parental Involvement and English Language Proficiency among EFL Learners

Abstract

This study investigates the correlation between parental involvement and English language proficiency among learners of English as a Foreign Language (EFL) in non-English speaking contexts. Despite the established significance of parental involvement in general academic success, its specific impact on EFL learning remains under-researched. Building on previous studies and theories, this research aims to fill this gap by quantifying the relationship between these two variables in a non-English speaking environment. Guided by the primary research question "Is there a significant correlation between the level of parental involvement and English language proficiency among EFL learners?” the study hypothesizes that higher levels of parental involvement will be associated with greater English language proficiency. By exploring this potential relationship, the study hopes to provide insights beneficial for educators, policymakers, and parents in supporting EFL learners more effectively. The outcomes of this research will contribute to the literature on second language acquisition and parental involvement, broadening our understanding of the dynamics involved in EFL learning.