Abstract
Parental involvement is a key predictor of students’ success in academic and general life. Moreover, the integration of technology has had a massive influence on the learning process and in facilitating parents’ involvement. The current study aims to explore the role of parents in the achievements of English as a foreign language (EFL) learners via Edmodo, which is a platform consisting of three important main components. A descriptive method is used to conduct the research with a sample of 50 parents of female students at the intermediate stage of King Abdul Aziz private school, and using a questionnaire as an instrument. The results indicated a high level of parental involvement in supporting their daughters’ progress. Moreover, parents were pleased when the teachers kept them informed about their daughters’ progress in English. Communication with the school and supervision of homework had a positive effect on the quality of learning. The results revealed that parental involvement enhanced English language skills and increased learners’ motivation to work hard. In addition, the study discovers the positive perception of parents regarding the use of Edmodo.
Highlights
Is the basis of community for individual learners
The current study aims to explore the role of parents in the achievements of English as a foreign language (EFL) learners via Edmodo, which is a platform consisting of three important main components
In order to answer the research question concerning the role of parents’ involvement on EFL learners’ achievement via Edmodo as a platform of communication, descriptive statistics such as frequencies, percentage, mean, and standard deviation were calculated for all statements (Tables 10 and 11)
Summary
Is the basis of community for individual learners. Learners need their parents’ direct and indirect guidance regarding acceptable behavior. Parents develop the children’s communication skills, enhance their self-directedness, and enable their critical thinking abilities, promoting better problem-solving skills (Gonzalez-DeHass, 2016; Pinter, 2017 ). Schools cannot achieve this if they exclude the families’ involvement (Christenson, Hurley, Sheridan, & Fenstermacher, 1997; Shartrand et al, 1997). These studies confirm the requirements of Saudi Vision 2030 regarding the second strategic goal: enhancing the values and basic skills of students (Ministry of Education, 2016)
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