Parental involvement in their children’s English language

PARENTAL INVOLVEMENT IN THEIR CHILDREN’S

ENGLISH LANGUAGE LEARNING: THE CASE OF

PARENTS WORKING AT A STATE ENTERPRISE

BY

MISS PRATTANA CHAROENLAP

AN INDEPENDENT STUDY PAPER SUBMITTED IN

PARTIAL FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS IN CAREER ENGLISH FOR

INTERNATIONAL COMMUNICATION

LANGUAGE INSTITUTE

THAMMASAT UNIVERSITY

ACADEMIC YEAR 2017

COPYRIGHT OF THAMMASAT UNIVERSITY

Ref. code: 25605921040365ODV

PARENTAL INVOLVEMENT IN THEIR CHILDREN’S

ENGLISH LANGUAGE LEARNING: THE CASE OF

PARENTS WORKING AT A STATE ENTERPRISE

BY

MISS PRATTANA CHAROENNLAP

AN INDEPENDENT STUDY PAPER SUBMITTED IN

PARTIAL FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS IN CAREER ENGLISH FOR

INTERNATIONAL COMMUNICATION

LANGUAGE INSTITUTE

THAMMASAT UNIVERSITY

ACADEMIC YEAR 2017

COPYRIGHT OF THAMMASAT UNIVERSITY

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i

Independent Study Paper Title PARENTAL INVOLVEMENT IN THEIR

CHILDREN’S ENGLISH LANGUAGE

LEARNING: THE CASE OF PARENTS

WORKING AT A STATE ENTERPRISE

Author Miss Prattana Charoenlap

Degree Master of Arts

Major/Faculty/University Career English for International Communication

Language Institute

Thammasat University

Independent Study Paper Advisor Associate Professor Nopporn Sarobol

Academic Year 2017

ABSTRACT

This study aimed to investigate the levels of each type of parental involvement

in children’s English language learning and the types of involvement in which parents

were most and least involved with respect to their children’s English language

learning. The study was conducted with 54 state enterprise employees in Nonthaburi

province who had children studying at the primary school level. Purposive sampling

was utilized in conducting the survey. The research instrument employed for this

study was a questionnaire consisting of a five-point Likert scale of types and levels of

parental involvement relating to Epstein’s six types of parental involvement

framework as well as open-ended questions. The data were analyzed statistically by

using frequency, percentage, mean and standard deviation. The research findings

indicated that the respondents were mostly involved in their children’s English

language learning in “Parenting” type (mean score = 3.91) followed by “Learning at

Home” type (mean score = 3.45). Both types of involvement were rated at a high level

of involvement. The other types were “Cooperation with School” (mean score = 2.69)

and “Other Support” (mean score = 2.56), which could be regarded at moderate and

low level of parents’ involvement, followed by the type of “Collaborating with

community” (mean score = 2.22) and could be rated at a low level of involvement.

The type in which the respondents were least involved in their children’s English

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language learning was “Volunteering” type (mean score = 1.77), which was rated at a

very low level of parental involvement. This study will benefit parents and teachers in

developing the collaboration between home and school.

Keywords: Parental involvement, children’s English language learning, language

skills

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ACKNOWLEDGEMENTS

This independent study has been accomplished with assistance and

suggestions from many people. First, I would like to express my deepest gratitude to

my advisor, Associate Professor Nopporn Sarobol, for her invaluable advice and

encouragement in completing this research.

Secondly, I am grateful to all instructors and staff at LITU for their helpful

suggestions for this study.

My appreciation also goes to all parents who participated in this study for their

cooperation in completing the questionnaire. Without their assistance, it would not

have been possible to complete this research study.

Lastly, I would like to express my sincere thankfulness to my family and all

my classmates at LITU for their kind support throughout the MA study.

Miss Prattana Charoenlap

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TABLE OF CONTENTS

Page

ABSTRACT i

ACKNOWLEDGEMENTS iii

LIST OF TABLES vii

LIST OF FIGURES viii

LIST OF ABBREVIATIONS ix

CHAPTER 1 INTRODUCTION 1

1.1 Background 1

1.2 Statement of Problem 3

1.3 Research Questions 3

1.4 Research Objectives 3

1.5 Definitions of Terms 4

1.6 Scope of the Study 4

1.7 Limitations of the Study 4

1.8 Significance of the Study 5

1.9 Organization of the Study 5

CHAPTER 2 LITERATURE REVIEW 6

2.1 The Concept of Parental Involvement 6

2.1.1 Epstein’s Framework of Parental Involvement 7

2.2 Theories in Relation to Parental Involvement 8

2.3 Children’s Second Language Acquisition 9

2.4 Other Related Studies 10

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CHAPTER 3 METHODOLOGY 14

3.1 Respondents 14

3.2 Instrument 14

3.3 Procedures 15

3.3.1 Design of the Study 15

3.3.2 Data Collection 15

3.4 Data Analysis 16

CHAPTER 4 RESULTS 17

4.1 Personal Information of the Respondents 17

4.2 Types and Levels of Parental Involvement in their 22

Children’s English Language Learning

4.3 Types of Parental Involvement in which Respondents were 29

Most and Least Involved with respect to their Children’s English

Language Learning

4.4 Opinions and Suggestions about Parental Involvement 31

in Children’s English Language Learning

4.4.1 Opinions about How They Get Involved with Their 31

Children’s English Language Learning and the Reasons

4.4.2 Opinions about the Types of Parental Involvement that 31

Can Best Develop Their Children’s English Language

Learning

4.4.3 Opinions about the Effectiveness of the Parental Involvement 32

in Enhancing Their Children’s English Skills

4.4.4 Suggestions about the Parental Involvement in Children’s 32

English Language Learning

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CHAPTER 5 DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS 33

5.1 Summary of the Study 33

5.1.1 Objectives of the Study 33

5.1.2 Subjects, Instrument and Procedures 33

5.2 Summary of the Findings 34

5.2.1 General Information of the Respondents 34

5.2.2 Level of Parental Involvement in Each Type 34

5.2.3 Types of Parental Involvement in which Respondents were 34

Most and Least Involved in their Children’s English Language

Learning

5.2.4 Other Opinions and Suggestions 35

5.3 Discussion 36

5.3.1 Types and Levels of Parental Involvement in their Children’s 36


5.3.2 Types of Parental Involvement in which the Respondents 37

were Most and Least Involved

5.4 Conclusion 38

5.5 Recommendations for Further Research 39

REFERENCES 40

APPENDICES

APPENDIX A 45

APPENDIX B 52

BIOGRAPHY 59

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LIST OF TABLES

Tables Page

1 Gender 17

2 Age 18

3 Respondents’ Positions at State Enterprise 18

4 Educational Background 19

5 English Language Proficiency 19

6 Marital Status 20

7 Number of Children 20

8 Relationship with Child/ Children 21

9 Family Income per Month 21

10 Expenses per Month in Supporting Children’s English 22

Language Learning

11 Level of “Parenting” type of Parental Involvement in 23

Their Children’s English Language Learning

12 Level of “Learning at Home” type of Parental Involvement 24

in Their Children’s English Language Learning

13 Level of “Cooperation with School” type of Parental Involvement 25


14 Level of “Volunteering” type of Parental Involvement 26


15 Level of “Collaborating with Community” type of Parental 27

Involvement in Their Children’s English Language Learning

16 Level of “Other Support” of Parental Involvement in 28

Their Children’s English Language Learning

17 Level of Each Type of Parental Involvement in Their Children’s 29


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LIST OF FIGURES

Figures Page

1 Levels of Parental Involvement in All Types 29

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LIST OF ABBREVIATIONS

Symbols/Abbreiations Terms

CSL Chicago Longitudinal Study

SES Socioeconomic Status

TESOL Teaching English to Speakers of Other

Languages

SPSS Statistical Package for the Social

Sciences

HLE Home Literacy Environment

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CHAPTER 1

INTRODUCTION

1.1 BACKGROUND

In today’s world, globalization has brought about the connection of people

from different countries over the world. People from different countries and cultures

have more chances to communicate, exchange merchandises and share cultures

through this phenomenon. Reddy (2016) suggests that it is necessary to have a lingua

franca that people use as a medium in their communication in order to avoid some

misunderstandings. Among the important languages in this world, English has been

widely used as one of the global languages. English has become an important part of

people’s lives in many aspects. In the business sector, English is significant as a

language that multinational organizations use to conduct their transactions. Moreover,

most academic text books and special technical instructions for higher education are

written in English. Knowledge and other information that can be accessed on the

internet is also mainly reported in English. More importantly, many occupations at the

present time require English speaking skill in people. It is advantageous for English

speaking people as they have more opportunities to get high salaries and better

positions abroad (Reddy, 2016). Thus, learning English language is significant in the

contemporary world.

In Thailand, the government has realized the necessity of learning English in

order to follow the global trend by assigning the Ministry of Education to set up

strategies that can enhance English language learning in Thai students. After the

educational reformation in 1996, English became the compulsory subject for students

at the primary level in both government and private schools (Punthumasen, 2007).

Thai government encouraged many schools to provide international programs and

changed the curriculums. This principle focused more on the learners by allowing

students to have more learning strategies outside the classroom. However,

Punthumasen (2007) stated that the government policies have not been effective in

reality because teachers did not have enough time to create student-centered

curriculums. This reason is regarded as one of the factors that many Thai students do

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not succeed in studying English. Apart from the teachers, the failure of English

language learning in Thai students is mainly caused by students’ lack of motivation. A

large number of students do not realize the importance of learning English until they

need to use English skills at work after their graduation (Thonginkam, 2003).

Moreover, the curriculum was also a reason why Thai students do not succeed in

learning English. The lessons focused more on the rules of grammar rather than

effective communication skills (Thonginkam, 2003). Students were forced to

remember phrases and expressions without the understanding the meaning. Apart

from the fact that many Thai students cannot communicate fluently in English, their

English reading and writing skills were also not acceptable. Thai students’ English

test scores were relatively low even though they have been studying English since

primary school. According to the Education First English proficiency Index in 2012,

the average score of Thai students was 43.36 at the 53rd rank, which was marked as

“very low proficiency” (Noom-ura, 2013). To avoid failure in studying English of

Thai students, it is not only the responsibilities of the teachers or the educational

planners, but parents are also important in supporting the students’ English learning.

Castro, Expósito, Lopez-Martin, Lizasoain, Asencio and Gaviria (2015) stated

that parental involvement is engaged assistance of parents for their children in terms

of intellectual and social improvement. It also includes the way parents take care of

their children’s education such as assistance with homework, cooperation with

schools and a long-term plan for educational achievement. Many studies have

reported that parental involvement plays an important role in children’s academic

achievement. Canõ, Cape, Cardosa, Miot, Pitogo & Quinto (2016) concluded that

parental involvement positively impacted students’ learning competency. An

appropriate home environment and support in the education of students enhances

students’ academic achievement. Moreover, the Chicago Longitudinal Study (CLS)

also revealed that higher levels of parents’ involvement were related to higher

educational achievement of young and pre-adult students (Reynolds & Clements,

2005). Apart from the involvement of parents, the age of learners is also regarded as

an important factor for education. Piaget’s cognitive development theory assumes that

young learners are enthusiastic about exploring new things by matching their own

perceptions with the real world (Piaget, 1981 as cited in Tekin, 2011). Children

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construct their knowledge via the mechanisms of assimilation, adaptation and

accommodation. Thus, involvement in the learning process with young learners is

required because it helps them to adapt their understandings to the realities faster

(Lefa, 2014).

Due to the fact that the parental involvement plays an important role in young

children’s learning, this research was conducted to investigate the types and levels of

parental involvement of parents working at a state enterprise in Nonthaburi on their

young children’s English language learning. The research findings may help create a

better understanding of the necessity of parental involvement in their children’s

English language learning.

1.2 STATEMENT OF PROBLEM

The social context in Thailand has changed. Parents, especially ones who live

in a big city, spend less time with their children because they have to work more in

order to afford some additional expenses for their children’s tutorial schools

(Tapanya, 20110). Moreover, some parents do not regard parental involvement as an

important factor in their children’s study. They feel that it is mainly the duty of

teachers at schools (Sapungan & Sapungan, 2014). This leads to a lack of parental

involvement, which affects children’s studies. Thus, this study was conducted to

explore the types and levels of the state enterprise employees’ parental involvement in

their children’s English learning, which could help parents to identify the effective

types of parental involvement in supporting the English learning of their children.

1.3 RESEARCH QUESTIONS

1.3.1 What are the levels of each type of parental involvement of the

respondents in their children’s English language learning?

1.3.2 What are the most and least frequent types of respondents’ parental

involvement with respect to their children’s English language learning?

1.4 RESEARCH OBJECTIVES

1.4.1 To explore the levels of each type of the respondents’ parental

involvement in their children’s English language learning.

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1.4.2 To investigate the types of parental involvement in which the

respondents were most and least involved with in their children’s English language

learning.

1.5 DEFINITION OF TERMS

The definition of terms in this research study is as follows:

1.5.1 Parents refer to parents of young children who work at a state enterprise

located in Nonthaburi.

1.5.2 Parental Involvement refers to the parents’ effort at enhancing their

children’s English language learning.

1.5.3 State Enterprise refers to the electricity generating organization owned

by the Thai government located in the urban area of Nonthaburi.

1.5.4 Children refer to young students studying at grade 1 - 6 whose parents

work at the state enterprise.

1.5.5 English Language Learning refers to the way Thai students learn

English as a foreign language.

1.6 SCOPE OF THE STUDY

This study mainly focused on the parents’ involvement in their children’s

English language learning of state enterprise employees. Fifty-four parents’ of

children at the primary school level (grade 1 - 6) were included as the subjects of this

research. A questionnaire concerning the general information, types and levels of

parental involvement was used to collect the data.

1.7 LIMITATIONS OF THE STUDY

This research investigated the parental involvement of state enterprise

employees working at a head office in Nonthaburi. Moreover, the subjects were

limited to only employees who had children studying at the primary school level

(grade 1 - 6). Thus, the data were collected from the employees in different

departments and their children were from different schools in Bangkok.

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1.8 SIGNIFICANCE OF THE STUDY

1.8.1 This study may enable parents to develop their parental involvement

provided for their children’s English language learning.

1.8.2 This study may also help English teachers in designing the courses and

activities that requires involvement from parents.

1.8.3 The findings of this study may benefit the organization in terms of

enhancing employees’ English skills.

1.9 ORGANIZATION OF THE STUDY

The study of parental involvement of parents working at a state enterprise on

their children’s English language learning was divided into five chapters as follows:

Chapter 1 illustrates the background of the study, research questions, research

objectives, definitions of terms, scope of the study, limitations of the study,

significance of the study and organization of the study.

Chapter 2 discusses the review of literature concerning the concept of parental

involvement, theories in relation with parental involvement, children’s second

language acquisition and related studies.

Chapter 3 demonstrates the research methodology, which includes

respondents, research instrument, procedures and data analysis.

Chapter 4 presents the research findings.

Chapter 5 contains the summary of the study, summary of the findings,

discussion and recommendations for further research.

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CHAPTER 2

LITERATURE REVIEW

This chapter has five main sections: (1) the concept of parental involvement,

(2) theories in relation with parental involvement, (3) children’s second language

acquisition, and (4) other related studies.

2.1 THE CONCEPT OF PARENTAL INVOLVEMENT

The concept of parental involvement comes from the Language Compensation

Programs used in America and Europe during 1960 – 1970. The objectives of the

program were to reinforce people in low socioeconomic status (SES) and the minority

people to take good care of their children’s academic attainment and to avoid any

educational problems (Bakker & Denessen, 2007). Despite the broad definition of

parental involvement, it refers to direct and indirect intellectual influences to children

from parents’ conduct. Reynolds and Clements (2005) define this term as the manners

that parents influence their children. This effect occurred when children were at their

house or school and also included the anticipation of their children’s academic plan.

In addition, parental involvement is described as the personal obligations to the

community from people within a household. Members of the family are responsible

for making sure their young children follow the rules of the community. Apart from

the consideration for future education, parents should be concerned about their

children’s studies, manners and school activities (Castro et al., 2015). To illustrate,

there are some activities related to the learning process of children e.g. teaching

homework, reading practice and joining school meetings. Apart from activities at

school, some rules at home also count as parental involvement, for example,

limitations time watching television, staying at home and doing homework. Parents

who conduct these activities could be considered as highly involved with their

children (Fantuzzo, Davis & Ginsburg, 1995). Furthermore, parents’ beliefs and

attitudes towards their children are also regarded as parental involvement. This idea

leads parents to support their offspring in many aspects especially the academic

encouragement (Bakker & Denessen, 2007).

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A great number of research studies on the significance of parental involvement

in children’s academic success have been carried out. Arguea and Conroy (2006)

emphasized that there were various approaches to perform parental involvement at

school including joining their children’s class, being a part of school lessons or

connecting with teachers. It proves that parents’ support has a strong influence on

young children between grades 1 to 5. For children at this age, parents’ involvement

can have both beneficial and destructive effects on children’s academic success.

However, no approach of parental involvement can be applied to every family.

Parents should carefully observe their children’s characteristics and then chose the

appropriate parenting styles for their children. For the success in learning of children,

parents should point out the importance of academic success to their children and

keep supporting them in their best effort (Harris & Robinson, 2016). When compared

to teachers’ expectations, Zhou (2014) proposes that teachers tend to support

children’s study more than their parents who are uneducated. The expectations for

their children’s academic achievement indicated the amount of their encouragement

and support given to them.

2.1.1 Epstein’s Framework of Parental Involvement

Epstein introduced a framework for parental involvement that was developed

from many research studies conducted with teachers, parents and students from

primary to high school. This framework has been widely utilized to help teachers,

parents and researchers create effective learning programs for students (Epstein,

2001). The six types of parental involvement can be categorized as follows:

Type 1 Parenting: This type focuses on a good understanding of parents’

abilities in supporting their children. Providing suggestions about home conditions

that helps enhance children’s learning and encouraging families to share their

background information about their children with teachers and other parents are some

practices in this type. These practices enable children to be positive about themselves

and their parents. Moreover, this enables parents to have more understanding in

rearing their children.

Type 2 Communicating: This type is concerned with the communication

between teachers and parents about their children’s performance and school lessons.

Parents should attend conferences at school at least once a year and take interest in

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their children’s grades reports. In addition, parents should have a clear understanding

about their children’s programs and the school’s conditions. These activities help

parents to monitor their children’s development and efficiently deal with their

problems.

Type 3 Volunteering: The willingness to support teachers, children and other

parents is the main point of this type. Parents should join or arrange a center that calls

for other volunteer who have the ability to develop a school program. They should

have other parents’ names and telephone numbers in order to provide information

about class activities and problems.

Type 4 Learning at home: This type concentrates on supporting children’s

homework and planning for their academic achievement. The preferred activities for

this type include helping children with their homework, providing activities that

enhance their children’s skills and allowing children to join learning programs during

the school break. These activities enable children to perceive that their parents have

the same role as teachers, which creates a positive attitude towards learning.

Type 5 Decision making: This type focuses on the role of parents to make

decisions at school. Parents should actively participate the parents’ councils or

committees in making decisions for the school development. This is advantageous for

children since their families are a part of school decisions. For parents, they were

capable of voting for some policies or conditions that meets their children’s academic

needs.

Type 6 Collaborating with community: In this type, the main focus is on ways

to make use of properties and services of the neighborhood in enhancing the

curriculums of schools, and their children’s learning. Parents should have information

about the community services and activities such as museums, sports and other

special programs. As a result, children can get involved in activities that improve their

abilities and understandings towards their community while their parents having

chances to contact other parents.

2.2 THEORIES IN RELATION TO PARENTAL INVOLVEMENT

It has been observed by social researchers that there are some contrasts

between social class and academic success of people in the society. To illustrate, the

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process of social ranking seems to be related to the educational ranking because the

academic structure helps prove the righteousness of social status (Bourdieu 1973).

The transmission of social class is the same as the financial transmission of the ruling

class. They dominated the system of reproduction and assign the level of the class.

For Bourdieu (1973), the word cultural capital refers to the non-financial resources

related to scholarly, intelligence and social that are prepared for children in highly

educated families. The contribution to children’s education is the substitution of the

capital transmission that people from all social classes try to transfer through

generations. For the ruling class, they invested more capital in their children’s

education than other classes to ensure their privilege and the best educational

attainment. As a result, educational businesses are inclined to follow this structure by

reproducing the big schools with high quality to serve students from wealthy families.

Thus, achievement in education depends on the financial support for the school and

other aspects about education. Many sociologists have concluded that this mechanism

of social reproduction for children’s education varies according to the different

amount of financial support from families (Demaine, 2003).

2.3 CHILDREN’S SECOND LANGUAGE ACQUISITION

According to Hagen (2008), the process of language acquisition occurs at the

part of the brain named ‘perisylvian’ on the left hemisphere. Hagen further added that

the distinction between L1 and L2 acquisition are from the primary adjustment of the

intellectual abilities, which is the result of human nature. In learning a second

language, many researchers have found that the effectiveness of acquiring the second

language is significantly related to the age of learners. Hu (2016) stated that the brains

of young learners are more responsive to learning second language than those of adult

learners. Penfield & Roberts (as cited in Hu, 2016) firstly explained that young

children are better in learning first and second languages. This advantage of this age

period decreases when learners became older. This hypothesis was later called the

‘critical period hypothesis’. According to Scovel (1988, p.2), the critical period

hypothesis can be defined as “the notion that language is the best learned during the

early years of the childhood, and that after about the first dozen years of life, everyone

faces certain constraints in the ability to pick up a new language”. Apart from the age

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factor, second language acquisition in children is influenced by the parts of language

that are assessed, the characteristics of first and second language and some personal

factors included inspiration and period of time using the language (Morgan, 2014).

2.4 OTHER RELATED STUDIES

There have been many studies conducted on the parental involvement in their

children’s learning both in non-Thai contexts and Thai contexts. The studies

conducted in non-Thai contexts are as follows:

Kim (2002) examined the involvement of Korean-American parents and the

impacts on their children’s academic attainment. This study was conducted with 209

Korean immigrants who lived in Los Angeles, California. The research findings

showed that Korean-American parents had very high expectations for their children’s

academic goals, especially for parents who had lower socioeconomic status because

of their limitations in English language and career advancement. Most of the parents

expected their children to graduate from the university level, which would increase

the opportunities for professional positions. Their attitudes towards educational

achievement were derived from traditional Korean beliefs that higher education is

related to higher social status. They tend to put a lot of pressure on their children’s

education, which had positive impacts on their academic achievement.

Wei and Zhou (2012) investigated the importance of parental involvement in

their children’s English learning after moving to live in the United States. The

researchers observed their children’s homework, notes and dialogues with English

native speakers. They found three main aspects of parent’s support, which were the

development in English speaking and listening, English reading and English writing.

They also adapted their knowledge of TESOL to their children’s English learning at

home. The findings of the study indicated that parental involvement is necessary for

English language learners.

Kumar (2012) explored the relationship between parents’ support for their

academic achievement at home and the socioeconomic status of parents. The

participants of this study were eighty Indian students who were studying in Malaysia.

The participants were divided into two groups according to their educational

attainment. The results revealed that the majority of parents had high levels of

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parental support for their children’s education. They trained their children to

understand the importance of education. However, parents from the higher

socioeconomic status were reported as having high levels of parental support for their

children’s academic achievement.

Liu (2013) explored the effect of the home literacy environment and the age of

second language acquisition of fifty-nine Chinese-English bilinguals. The study

focused on the children’s vocabulary and reading skills. The results revealed that the

age that children acquired English as a second language did not affect their English

vocabulary and reading skills. Moreover, the parents’ support by reading and talking

to their children had a positive impact on their children’s reading and vocabulary

skills. Although the effects were observed in both children’s Chinese and English

language skills, the activities in Chinese had more influence since they only learned

Chinese from their parents.

Nair, Srtia, Mohamad, Kadir, Luqman, Vadevelo, and Ngha (2014) explored

Malaysian students’ attitudes towards the necessity of English and parental support

for English language learning. The 150 participants were randomly selected from

students in Terengganu state in Malaysia. The questionnaires distributed to the

participants were mainly about three aspects: their general information, their attitudes

towards English learning and their parental support. The researchers found that the

participants had awareness of the necessity of English and good attitudes towards

English language learning. The score of parental support were above the mean score,

which meant that the participants got high involvement from their parents.

Canõ at al., (2016) applied Epstein’s parental involvement framework to find

out the impact of parental involvement on the students’ learning. Five parents of high

performance students and five parents of low performance students in an elementary

school in Cebu City, Philippines participated in this study. The researcher also

explored the socioeconomic status and educational background of the participants.

According to Epstein’s six types of parent’s involvement, the results moderately

related to the data from parents of high performance students, so it was concluded that

parent’s involvement affected the students’ learning abilities in a positive way.

However, the results also showed that the socioeconomic status and educational

background of parents did not significantly affect the results of parental involvement.

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Moreover, there have been studies concerning the parental involvement

conducted in a Thai context as follows:

Daungkaew and Glascock (2005) investigated whether personal and

contextual factors affected the parental involvement. For this study, the personal

factors included competency, attitude towards learning and impression about the

chances and obstacles to get involved with children. The contextual factors were the

parents’ educational background and relationships with others. This study was

conducted with 378 parents who had children in the sixth grade in four Thai private

elementary schools in Bangkok. The data were collected from providing the

questionnaires to parents. The results of the study indicated that both personal and

contextual factors had an influence on parents’ involvement.

Praipraew (2011) investigated the relationship between learners’ opinions

about learning English and their parents’ involvement. This study was conducted with

seventh-grade Thai students who studied in an English program at Yothinburana

school. The questionnaires were distributed to 116 students to collect the data. A total

of 12 students were chosen to interview about their parental involvement. The

research findings indicated that students had a moderate level of attitudes towards

learning English while there was no relationship between students’ personal factors

and their attitudes towards English learning. For the parents’ involvement of the

students, their level of involvement at home was high while the involvement at school

was at a moderate level. Only the parents’ involvement at home enhanced students’

English language learning. Moreover, the researcher also found that the background

of the family had no effect on the students’ English language learning.

Petchprasert (2014) studied the effect of parents’ attitudes towards English

learning, parents’ educational background and reading activity on their young

children’s English vocabulary learning. The participants were fifty-four parents of

young children at the age of three to six years old. A test about vocabulary was

provided to the children both before and after the study. The research findings showed

that parents’ attitudes towards English language learning were significantly related to

intention in their children’s language attainment. Moreover, the results also showed

that the reading program between parents and children helped children to develop

their English vocabulary skills.

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Yosai (2016) investigated the impact of parents’ involvement and strategies on

their children’s educational attainment. A total of 210 parents of students who were

studying in a high school in Nong Chok, Bangkok participated in this study. The

research findings indicated that parents were a significant factor that helped enhance

children’s education. Moreover, the academic strategies provided by teachers at

schools played a more important role in children’s achievement than parents’

involvement. This was because Thai people regard teachers as having the authority

and responsibility to teach students. The duties of parents were completely isolated

from that of the teachers at school, so Thai parents did not intervene in the school’s

operation.

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CHAPTER 3

METHODOLOGY

This chapter illustrates: (1) the respondents, (2) the instrument, (3) the

procedures and (4) the data analysis.

3.1 RESPONDENTS

The respondents of this study were 54 Thai employees from different

departments of the electricity generating state enterprise in Nonthaburi who had

children studying at the primary school level (grade 1-6). This group of the

respondents was chosen for this study because their young children were at an

appropriate age to learn a second language. Moreover, young children still needed to

be supported by their parents in terms of their learning. Purposive sampling was used

in this research to collect the data from the respondents’ whose children were

studying at the primary level. Furthermore, they could be accessed conveniently and

were willing to participate in the study.

3.2 INSTRUMENT

The research instrument used for collecting the data in this study was a

questionnaire. Close-ended questionnaires with a five-point Likert scale were used to

investigate the types and levels of the respondents’ parental involvement in their

children’s English language learning. The list of support in the questionnaire was

related to the Epstein’s framework of six types of involvement. Furthermore, open-

ended questions were provided to gather the respondents’ opinions and suggestions

about the parental support in written data. The questionnaire was comprised of three

sections.

Section 1: Personal information of the respondents

This section asked for the personal data of the respondents: age, gender,

position, educational background, English language proficiency, marital status,

number of children, educational level of children, relationship with children, family

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income and the amount of money spent in supporting their children’s English

language learning.

Section 2: Parental involvement in their children’s English language

learning

This section asked the respondents to indicate the frequency of their

involvement listed in the questionnaire that enhanced their children’s English

language learning by providing a five-point Likert scale:

Rating Score Frequency of Parental Involvement

5 Always

4 Often

3 Moderately

2 Sometimes

1 Never

Section 3: Opinions and suggestions about parental involvement in their

children’s English language learning

In this section, the respondents were asked for their opinions and suggestions

about parental involvement in their children’s English language learning.

3.3 PROCEDURES

3.3.1 Design of the study

This research study was quantitative research. Questionnaires were used to

investigate the types and levels of parental involvement of state enterprise parents in

their children’s English learning.

3.3.2 Data Collection

The questionnaires were distributed in an English version and Thai version to

collect the background information of the respondents e.g. age, education, position

and family income. The respondents were informed that their personal data would be

kept confidential and be used only for the study. In addition, the respondents were

encouraged to answer the questions freely with little explanation from the researcher.

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3.4 DATA ANALYSIS

To analyze the data in the first section of the questionnaire about the

respondents’ general information, the data were analyzed by frequency distribution

and percentage. For the second section, descriptive statistics in the form of means and

standard deviations were used to explain the levels of parents’ involvement in

children’s English language learning. The levels of the average scores from the

questionnaire were interpreted as follows:

Mean Scores Level of Interpretation

4.21-5.00 Very high

3.41-4.20 High

2.61-3.40 Moderate

1.81.-2.60 Low

1.00-1.80 Very low

For the final section of the questionnaire, which was open-ended questions

about the opinions and suggestions concerning the parents’ involvement in children’s

English language learning, content analysis was utilized.

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CHAPTER 4

RESULTS

This chapter presents the results gained from distributing the questionnaires to

the respondents who worked at the head office of a state enterprise in Nonthaburi. The

data was interpreted in the form of frequency, percentage, mean and standard

deviation. The results of this present study are divided into three parts: (1) the

personal information of the respondents, (2) the types and levels of parental

involvement in their children’s English language learning and (3) the open-ended

questions used to acquire the respondents’ opinions and suggestions about parental

involvement in their children’s English language learning.

4.1 PERSONAL INFORMATION OF THE RESPONDENTS

The respondents in this present study were 54 state enterprise employees who

were working at a head office in Nonthaburi. This part asked for the respondents’

general information: gender, age, position, educational background, English language

proficiency, marital status, number(s) of children, relationship with children, family

income, and the amount of money spent in supporting their children’s English

language learning, which is shown in the table below:

Table 1. Gender

Gender Frequency Percentage (%)

Male 18 33.3

Female 36 66.7

Total 54 100

As shown in table 1, the majority of the respondents were female (66.7%) while

male respondents were 33.3%.

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Table 2. Age

Age (years) Frequency Percentage (%)

21 – 29 4 7.4

30 – 39 16 29.6

40 – 49 21 38.9

50 – 60 13 24.1

Total 54 100

Table 2 shows that the majority of the respondents were in the age group

between 40 – 49 years old at 38.9%, followed by the age group between 30 – 39 years

old at 29.6%; meanwhile; 24.1% of them were 50 – 60 years old while the

respondents in the age group of 21 – 29 totaled 7.4%

Table 3. Respondents’ Position at State Enterprise

Position Frequency Percentage (%)

Engineer 16 29.6

Administrative Officer 13 24.1

Architect 1 1.9

Accountant 1 1.9

Technician 5 9.3

Vocational Staff 7 13

Others 10 18.5

Missing 1 1.9

Total 54 100

A total of 29.6% of all respondents were engineers and 24.1% of them were

administrative officers. The percentage of the respondents who were vocational staff

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and technicians were 13% and 9.3%, respectively. The respondents who were

architects and accountants were at the same percentage of 1.9%; 18.5 % of them

worked in other positions.

Table 4. Educational Background

Educational Background Frequency Percentage (%)

Primary or Secondary school 3 5.6

Vocational Certificate or High

Vocational Certificate 11 20.4

Bachelor’s Degree 27 50

Master’s Degree 13 24.1

Doctoral Degree 0 0

Total 54 100

As can be seen in Table 4, most of the respondents (50%) had gained a

bachelor’s degree while 24.1% of them held a master’s degree. The percentage of the

respondents who gained a vocational certificate or high vocational certificate was

20.4% and 5.6% of them received a primary or secondary school level education.

Table 5. English Language Proficiency

English Proficiency Frequency Percentage (%)

Poor 12 22.2

Fair 33 61.1

Good 8 14.8

Excellent 0 0

Missing 1 1.9

Total 54 100

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According to Table 5, the majority of the respondents (61.1%) identified their

English language proficiency as fair while 22.2% of them regarded their English skill

as poor; 14.8% of them saw themselves as having a good level of English proficiency.

None of them thought that they were excellent in English.

Table 6. Marital Status

English Proficiency Frequency Percentage (%)

Married 37 68.5

Cohabitating 8 14.8

Separated 1 1.9

Divorced 4 7.4

Missing 4 7.4

Total 54 100

Table 6 represents the respondents’ marital status. The percentage of the

respondents who were married was 68.5% while 14.8% of them were cohabitating;

7.4% of them were divorced and 1.9% of them were separated.

Table 7. Number of Children

Number of Children Frequency Percentage (%)

One 23 42.6

Two 26 48.1

More than Two 5 9.3

Total 54 100

As shown in Table 7, 48.1% of the respondents had two children while 42.6%

of them had one child; 9.3% of the respondents had more than two children.

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Table 8. Relationship with Child/Children

Relationship to Child/Children Frequency Percentage (%)

Father 15 27.8

Mother 24 44.4

Others 15 27.8

Total 54 100

According to Table 8, most of the respondents (44.4%) were mothers while the

percentage of the respondents who were fathers and others were the same of 27.8%.

Table 9. Family Income per Month

Family Income per

Month (Baht) Frequency Percentage (%)

Under 20,000 8 14.8

20,001 – 50,000 9 16.7

50,001 – 100,000 17 31.5

100,001 – 150,000 9 16.7

150,001 – 200,000 6 11.1

Over 200,000 5 9.3

Total 54 100

As can be seen in Table 9, the largest number of the respondents had family

income per month between 50,001 – 100,000 baht at 31.5% and 16.7% of them had

family income between 20,001 – 50,000 and 100,001 – 150,000 baht, respectively.

The respondents who had family income under 20,000 baht per month was 14.8%,

while 11.1% of them had family income between 150,001 – 200,000 baht per month;

9.3% of the respondents had family income over 200,000 baht per month.

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Table 10. Expenses per Month in Supporting Children’s English Language

Learning

Expenses (Baht) Frequency Percentage (%)

Under 5,000 26 48.1

5,001 – 20,000 25 46.3

20,001 – 40,000 2 3.7

40,001 – 60,000 0 0

Over 60,000 0 0

Missing 1 1.9

Total 54 100

In Table 10, most of the respondents (48.1%) reported that they spent under

5,000 baht per month to support their children’s English language learning while

46.3% of them spent 5,001 – 20,000 baht per month. The percentage of the

respondents who spent 20,001 – 40,000 baht per month to support their children’s

English learning was 3.7%.

4.2 TYPES AND LEVELS OF PARENTAL INVOLVEMENT IN THEIR

CHILDREN’S ENGLISH LANGUAGE LEARNING

The second part of the questionnaire showed the results of the respondents’

types and levels of parental involvement in their children’s English language learning

in accordance with Epstein’s six types of parental involvement. Close-ended

questions with a five-point Likert scale were utilized to explore the types and levels of

the respondents’ parental involvement in their children’s English language learning.

The use of mean and standard deviation revealed the levels of the respondents’

parental involvement in their children’s English language learning.

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Table 11. Level of “Parenting” Type of Parental Involvement in their Children’s


Item Statements Mean S.D. Ranking Level of

Involvement

1 Encouraging your children to understand

the importance of learning English 4.07 0.797 1 High

2 Observing you children’s English

language development in every skill 3.93 0.843 3 High

3

Accepting and willing to help your

children to improve their problems in

English language learning

3.80 0.877 5 High

4

Knowing the English skill(s) that your

children are good at and willing to support

your children in that skill (s)

3.81 0.953 4 High

5 Encouraging your children to practice

English in daily life 3.96 0.910 2 High

Average 3.91 0.876 High

From Table 11, the results showed that most of the respondents encouraged

their children to realize the importance of English language learning with the highest

mean score (4.07). Moreover, the respondents encouraged their children to practice

English in daily life (mean score = 3.96) and also observed their children’s

development in English skills (mean score = 3.93). The respondents knew their

children’s good English skills and tried to support them (mean score = 3.81) and they

were willing to help solve the problems of their children in English learning (mean

score = 3.80). Therefore, the mean score of this section was 3.91, which could be

interpreted as a high level of “Parenting” type of parental involvement in supporting

their children in learning English.

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Table 12. Level of “Learning at Home” Type of Parental Involvement in their



Involvement

1 Assisting your children in their English

homework 3.43 0.882 3 High

2 Exchanging opinions about learning

English with your children 3.59 0.813 2 High

3

Preparing a proper home environment for

learning English e.g. reading room,

assignment room

3.20 1.016 5 Moderate

4

Helping your children to set a goal in

learning English each semester e.g.

getting higher grades, arranging a reading

plan and some other skill development

3.65 0.914 1 High

5 Arranging time for your children to do

and review their English homework 3.39 0.960 4 Moderate

Average 3.45 0.917 High

According to Table 12, the results revealed that the majority of the respondents

set goals in learning English with their children each semester with the highest mean

score at 3.65. In addition, most of the respondents exchanged their opinions about

learning English with their children (mean score = 3.59) and provided assistance in

their children’s English homework (mean score = 3.43). They also arranged time for

their children to do and review their English homework (mean score = 3.39) and

prepared a learning atmosphere at home for their children (mean score = 3.20). As a

result, the mean score of this section was 3.45, which indicated that the respondents

had a high level of “Learning at Home” type of parental involvement in supporting

their children to learn English.

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Table 13. Level of “Cooperation with School” Type of Parental Involvement in

their Children’s English Language Learning


Involvement

1

Being a part of the schools’ parents

committee and attending meetings at the

school

2.94 1.259 2 Moderate

2

Talking with your children’s English

teacher and other parents in planning the

curriculum of English

2.48 1.209 3 Low

3

Coordinating with English teachers to

solve the problem of your children’s

English learning

2.35 1.200 4 Low

4

Being a part of the team that can

implements the school policy in

enhancing the English language learning

of your children

2.00 1.197 5 Low

5 Knowing your children’s English lessons

and grades at school 3.70 1.207 1 High

Average 2.69 1.222 Moderate

As shown in Table 13, the highest mean score (3.70) indicated that the

respondents knew their children’s English curriculum and grades at school. The

respondents were a part of the school committee, attended school meetings (mean

score = 2.94) and planned their children’s English lessons with English teachers and

other parents (mean score = 2.48). Furthermore, the respondents coordinated with

English teachers to solve their children’s problems in learning English (mean score =

2.35) and also took part in setting the school policy about English learning (mean

score = 2.00). The mean score of this section was 2.69 and it showed that the

respondents had a moderate level of “Cooperation with school” type of parental

involvement in their children’s English learning.

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Table 14. Level of “Volunteering” Type of Parental Involvement in their Children’s



Involvement

1 Volunteering to be coordinators for

English teachers and other parents 1.65 0.872 2 Very Low

2 Volunteering to be coordinators between

English teacher and students 1.63 0.853 3 Very Low

3 Participating in the school’s activities

about English language learning 1.59 0.901 4 Very Low

4

Being a guest teacher or inviting

experienced English teachers to teach

English at your children’s school

1.44 0.839 5 Very Low

5

Supporting English language learning at

your children’s school e.g. donating

money or gifts

2.52 1.145 1 Low

Average 1.77 0.922 Very Low

Table 14 showed that the respondents supported English language learning at

their children’s school at the highest mean score (2.52). They volunteered to be

coordinators for English teachers and other parents (mean score = 1.65) and for

English teachers and students (mean score = 1.63). They also participated the school’s

activities (mean score = 1.59) and became guest teachers or recommended English

teachers for the school (mean score = 1.44). The average mean score for this section

was 1.77, which indicated that the respondents had a very low level of “Volunteering”

type of parental involvement in their children’s English language learning.

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Table 15. Level of “Collaborating with Community” Type of Parental Involvement

in their Children’s English Language Learning


Involvement

1

Encouraging your children to participate

in English learning activities in your

community

2.13 1.100 3 Low

2

Taking your children to learn English at

the library, museum and learning center in

your community

2.93 1.211 1 Moderate

3

Arranging activities that enhance English

learning for students in your community

e.g. helping with homework, storytelling

and providing cartoons or movies in

English

2.41 1.339 2 Low

4 Collaborating with the community in

arranging English learning activities 1.59 0.836 5 Very Low

5 Giving advice about English language

learning to other parents in the community 2.02 0.981 4 Low

Average 2.22 1.093 Low

According to Table 15, the majority of the respondents took their children to

learn English at the learning center in their community with the highest mean score

(2.93). The respondents created English learning activities for students in their

community (mean score = 2.41) and encouraged their children to join learning

activities in their community (mean score = 2.13). Moreover, the respondents also

gave advice to other parents about English learning (mean score = 2.02) and worked

with the community to arrange English learning activities (mean score = 1.59). Thus,

the mean score of this section was 2.22, which showed a low level of “Collaborating

with Community” type of the respondents’ parental involvement in their children’s

English learning.

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Table 16. Level of “Other Supports” Type of Parental Involvement in their



Involvement

1 Supporting your children in learning

English at a tutorial school 3.15 1.365 2 Moderate

2 Supporting your children in learning

English with a native speaker 3.20 1.406 1 Moderate

3 Encouraging your children to attend an

English learning program abroad 1.76 1.243 5 Very Low

4

Choosing schools that provide an

international program or English program

for your children

2.69 1.612 3 Moderate

5 Traveling abroad in order to develop your

children’s English language skills 2.00 1.229 4 Low

Average 2.56 1.371 Low

As shown in Table 16, most of the respondents supported their children to learn

English with native speakers with the highest mean score (3.20). They supported their

children to learn English at a tutorial school (mean score = 3.15) and chose

international or English programs for their children (mean score = 2.69). They also

developed their children’s English skills by travelling abroad (mean score = 2.00) and

joined English learning programs abroad (mean score = 1.76). As a result, the mean

score of this part was 2.56. It could be interpreted that the level of “Other Supports”

type of parental involvement of the respondents in their children’s English learning

was low.

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4.3 TYPES OF PARENTAL INVOLVEMENT IN WHICH RESPONDENTS

WERE MOST AND LEAST INVOLVED WITH RESPECT TO THEIR

CHILDREN’S ENGLISH LANGUAGE LEARNING

The level of the respondents’ parental involvement in their children’s English

learning of each type of involvement is summarized in the table below.

Table 17. Level of each Type of Parental Involvement in their Children’s English

Language Learning

Types of Parental Involvement Mean S.D. Ranking Level of

Involvement

I Parenting 3.91 0.876 1 High

II Learning at Home 3.45 0.917 2 High

III Cooperation with school 2.69 1.222 3 Moderate

IV Volunteering 1.77 0.922 6 Very Low

V Collaboration with community 2.21 1.093 5 Low

VI Other supports 2.56 1.371 4 Low

Average 2.77 0.199 Moderate

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Parenting Learning at

Home

Cooperation

with School

Volunteering Collaborating

with

Community

Other

Supports

Figure 1. Levels of Parental Involvement

in All Types

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From Table 17 and Figure 1, the type of parental involvement in their children’s

English learning that the respondents were most involved with was “Parenting” type

(mean score = 3.91), which can be regarded as a high level of involvement. On the

other hand, the type of parental involvement that the respondents were least involved

with in their children’s English learning was “Volunteering” type (mean score =

1.77), which was a very low level of parental involvement.

The total mean score of the respondents’ parental involvement in their

children’s English language learning was 2.77, which can be regarded at a moderate

level.

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4.4 OPINIONS AND SUGGESTIONS ABOUT PARENTAL

INVOLVEMENT IN CHILDREN’S ENGLISH LANGUAGE LEARNING

In the last section of the questionnaire, the respondents were asked to provide

some additional opinions and suggestions in four open-ended questions. Their

answers are summarized as follows:

4.4.1 Opinions about how they got involved with their children’s English

language learning and the reasons

Most of the respondents revealed that they were involved in their

children’s English language learning by talking to their children in English. They

believed that this kind of involvement provided more chances for their children to use

in English in daily life. Moreover, the respondents stated that they supported their

children to learn English with native speakers at a tutorial school because it could

improve their children’s English pronunciation and made them be more familiar with

the accents of native speaker. In addition, many respondents answered that they

usually helped their children in doing English homework and answered their

children’s questions about English language learning. Some of the respondents

supported their children by reading books, cartoons and movies with English

soundtracks since these learning materials could effectively attract the attention of the

learners and could be prepared easily.

On the other hand, a few respondents revealed that they did not get

involved with their children’s English language learning because of a lack of English

knowledge and money. They also answered that the involvement in their children’s

English learning was the duty of the English teachers at school.

4.4.2 Opinions about the types of parental involvement that can best

develop their children’s English language learning

The majority of the respondents answered that “Parenting” type of

parental involvement could best develop their children’s English language learning.

They suggested that talking to their children in English helped enhance their

children’s English skills because their children had more opportunities to practice

their English skills in their everyday life. Furthermore, the respondents believed that

“Other Support” type of parental involvement could also develop their children’s

English learning. They reported that they supported their children to learn English

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with native speaker teachers since children were more familiar with English accents

and felt more confident in speaking English. They also thought that watching cartoons

and movies in English helped enhance the young learners’ English proficiency

effectively.

4.4.3 Opinions about the effectiveness of the parental involvement in

enhancing their children’s English skills

Most of the respondents agreed with the effectiveness of parental

involvement in developing their children’s English skills. This was effective because

of the close relationship between parents and children, which could best motivate

their children in their learning process. However, a few respondents did not agree

with the effectiveness of the parental involvement because they rarely supported their

children’s English learning. Some of the respondents felt that they would support their

children better if they had had more knowledge and money.

4.4.4 Suggestions about the parental involvement in children’s English

language learning

The respondents suggested that parents should support their children

more in the speaking skills to make the children felt more confident in using English

in their daily life while some of them reported that parents should provide their

children English courses taught by native speakers to develop listening and speaking

skills. Moreover, the respondents felt that parents should provide a learning

atmosphere for learning English to their children e.g. a good home environment and

more opportunities to talk with native speakers. In addition, the respondents pointed

out that parents should encourage their children to understand the importance of

English language learning in their future careers.

The findings of the present study will be summarized and discussed in the following

chapter.

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CHAPTER 5

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

This chapter presents five main sections including (1) a summary of the study,

(2) a summary of the findings, (3) discussion, (4) conclusion, and (5)

recommendations for further research.

5.1 SUMMARY OF THE STUDY

This section summarizes the main points of the research including objectives,

subjects, instrument and procedures of the study.

5.1.1 Objectives of the Study

The purpose of this study was to find out the levels of each type of parental

involvement in their children’s English language learning. This study, furthermore,

focused on investigating the types of parental involvement that the respondents were

most and least involved with in their children’s English language learning.

5.1.2 Subjects, Instrument and Procedures

The subjects or respondents of this study were state enterprise employees who

had children studying at the primary school level (grade 1 – 6). There were 54

respondents who worked at a head office of a state enterprise in Nonthaburi province

that participated in this research study. The questionnaires were distributed to the

respondents to collect the data and were divided into three parts: the personal

information of the respondents, the respondents’ levels and types of parent’s

involvement in their children’s English language learning and the respondents’

additional opinions and suggestions about parental involvement. The collected data

from the questionnaires were analyzed by Statistical Package for the Social Sciences

(SPSS) version 22 to represent the frequency, percentage, mean and standard

deviation. The research findings were shown in the form of tables and figures. The

data collected from the open-ended questions in the questionnaires were also analyzed

with content analysis.

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5.2 SUMMARY OF THE FINDINGS

The research findings can be summarized as follows:

5.2.1 General Information of the Respondents

According to the data from the first section of the questionnaire, the majority

of the respondents were female (66.7%) and most of them were in the age group

between 40 – 49 years old (38.9%). Regarding their positions at the state enterprise,

the majority of the respondents were engineers (29.6%). Most of them had held a

bachelor’s degree (50%) and 61.11% of them rated their English skill as fair.

Regarding their marital status, the largest group of the respondents (68.5%) was

married. Moreover, most of the respondents (48.1%) had two children and their

relationship with the children was mostly between the mother and children (44.4%).

The majority of the respondents (31.5%) had family income between 50,000 –

100,000 baht per month; 48.1% of them spent under 5,000 baht per month to support

their children in English language learning.

5.2.2 Level of Parental Involvement in Each Type

The findings illustrated the levels of each type of the respondents’ parental

involvement in their children’s English language learning. For “Parenting” type

(mean score = 3.91), the parents’ involvement of this type was rated at a high level.

The respondents got involved in “Learning at Home” type in their children’s learning

English (mean score = 3.45), which was regarded as a high level of parental

involvement. Regarding the results of “Cooperation with School” type (mean score =

2.69), their level of parents’ involvement in their children’s English language learning

was moderate. According to “Volunteering” type of parental involvement, the results

showed that the respondents had a very low level of parental involvement (mean score

= 1.77). The results of “Collaboration with Community” type (mean score = 2.22) and

“Other Supports” type (mean score = 2.56) of parents’ involvement showed that the

respondents had a low level of involvement.

5.2.3 Types of Parental Involvement in Which Respondents Were Most

and Least Involved with Respect to Their Children’s English Language Learning

According to the research findings, the type of parental involvement that the

respondents mostly got involved with in their children’s English language learning

was “Parenting” type (mean score = 3.91), which was rated at a high level of parental

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involvement. In contrast, the respondents were least involved with their children’s

English language learning in “Volunteering” type (mean score = 1.77), which could

be considered a very low level of parental involvement.

5.2.4 Other Opinions and Suggestions

For the last section of the questionnaire, four open-ended questions were

provided to ask the respondents for some opinions and suggestions about their

parents’ support of their children’s English learning. For their opinions about how

they supported their children to learn English, most of the respondents answered that

they communicated with their children in English, provided some English courses

taught by English natives, helped their children with their English assignments and

bought their children some books and cartoons in English. They thought that using

English in their daily life helped their children to be more familiar with speaking

English. However, some respondents answered that they were not involved with their

children’s English learning due to a lack of money and knowledge.

For the respondents’ opinions about the types of parents’ involvement that

could best develop their children’s English learning, most of the respondents agreed

that “Parenting” type and “Other Supports” type helped develop their children’s

English learning very well. In addition, the majority of the respondents agreed with

the effectiveness of their parental involvement, which helped develop their children’s

English skills. They believed that parents and children’s close relationships played an

important role in enhancing children’s English learning abilities. On the other hand,

some parents who did not agree with the effectiveness of parental involvement,

stating that this was because they were rarely involved in their children’s English

learning.

Regarding the respondents’ suggestions about their parental support in their

children’s English language learning, most of the respondents answered that they

needed to get involved more with their children’s English learning such as preparing

good English courses, providing a proper learning atmosphere and teaching their

children to regard English as an important subject for their future work.

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5.3 DISCUSSION

This section represents the results of the study in relation to the relevant

studies discussed in chapter two.

5.3.1 Types and Levels of Parental Involvement in Their Children’s


According to the research findings, it can be noticed that “Parenting” type

(mean score = 3.91) was rated at a high level of parents’ involvement in their

children’ English language learning. This finding is the same as the research finding

of Canõ et al. (2016), which revealed that parents of both high-performing and low-

performing students supported their children’s learning in terms of “Parenting” style.

The strategy that they used in supporting their children’s academic achievement was

to provide assistance and encouragement, which is similar to the results of this present

study. Most of the respondents in this study accepted that they assisted their children

to solve the problems in English learning. Moreover, the respondents answered that

they frequently got involved with their children’s English learning by encouraging

their children to understand the importance of learning English. This result is also

similar to the findings of Nair et al. (2014), which found that the participants

perceived the high significance of English language, leading them to have a very

positive attitude towards the English language. As a result, learners’ positive attitudes

towards the subjects could help increase their motivation to study English.

Regarding the results of “Learning at home” type, the mean score was 3.45,

which could be considered a high level of involvement. This research results support

Liu (2013) who found that a home literacy environment (HLE) was important in

enhancing language learning in children especially for parents whose children were

bilingual. It was noticeable that parents’ frequency of using English with their

children at home was significantly related to children’s English abilities. This helped

improve their children’s English lexical and reading skills. However, the results of

this present study are different from the results of Yothasmuth (2013), which showed

that parents’ involvement at home was at a moderate level.

For “Cooperation with school” type, the research findings of this study

showed that the respondents had a moderate level of parental involvement in this type

(mean score = 2.69). The results of this study are different from the study of

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Yothasmuth (2013) and Praipraew (2011), which found that the levels of parental

involvement at school were at a low and moderate level. The reason that Thai parents

generally had low involvement with their children’s school was likely that they

perceived their responsibilities in children’s education as isolated from the

responsibilities of teachers at schools. They highly respected the way teachers made

decisions for their children’s study. Thus, it was impolite for them to intervene in

school activities (Yosai, 2016). Concerning academic achievement, the majority of

Thai parents considered their responsibilities as less significant than those of the

teachers (Westerman, 2012).

The results of “Volunteering” type (mean score = 1.77) and “Collaborating

with Community” type (mean score = 2.22) were at a very low and low level of

parental involvement. Conversely, the results of Nair et al. (2016) illustrated that the

parents of high-performing students actively assisted with school activities and joined

services in their neighborhood. To promote the collaboration between parents, school

and community in developing children’s education, the study of Daungkaew and

Glascock (2005) suggested that the Thai Ministry of Education needs to come up with

strategies that encourage parents to get involved with their children’s academic

activities.

Regarding “Other support” type in parental involvement, the results illustrated

that the respondents had a low level of involvement (mean score = 2.56). It was

noticeable that the respondents’ support for their children to learn English abroad was

at a very low level (mean score = 1.76), which was caused by many factors. To

illustrate, the research findings of Pimpa (2004) clearly explained that the

international study of Thai students was comprised of many complicated aspects and

processes such as family, course descriptions and the location of the school. Most

importantly, studying abroad is highly dependent upon financial support from the

family.

5.3.2 Types of Parental Involvement in Which the Respondents Were

Most and Least Involved

According to the result of this present study, the respondents mostly got

involved in their children’s English language learning in “Parenting” type (mean

score = 3.91). This type of parental involvement was rated at a high level of

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involvement. The results also indicated that the respondents frequently motivated

their children to learn English and encouraged their children to use English in their

daily life. This is similar to the result of Xiaoyi (2017), which found that the majority

of Chinese parents put great effort into their children’s English language learning.

They spent time teaching English to their children and also created English activities

that helped enhance their children’s English skills in daily life.

However, the type of the parental involvement that the respondents were least

involved with in their children’s English learning was “Volunteering” type (mean

score = 1.77), which could be regarded at a very low level of involvement. This

present study’s results support the research findings of Yamtim, Wongwanich and

Suwanmokha (2009). They found that the highest parental involvement was in a

coaching program. These results reflected that Thai parents and teachers had little

awareness of the importance of parents’ volunteering in children’s education. Parents

and teachers would benefit in terms of developing their involvement with school and

children if they attended a parents’ training course.

5.4 CONCLUSION

The conclusion of this study can be drawn from the discussion above.

This study aimed to explore the level of each type of parental involvement and

the type of involvement in which the respondents were most and least involved with

respect to their children’s English language learning. Fifty-four state enterprise

employees were chosen to complete the questionnaire, which was adapted from

Epstein’s six types of parental involvement. The overall findings of this research

indicated that the respondents had a moderate level of parental involvement in their

children’s English language learning. The parental involvement that was mostly found

in the respondents was “Parenting” type. They frequently engaged in motivating their

children to regard learning English language as important. In contrast, the

respondents’ parental involvement that was least found was the “Volunteering” type

of involvement. The respondents rarely participated or volunteered in their children’s

learning activities at schools.

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5.5 RECOMMENDATIONS FOR FURTHER RESEARCH

Based on the results and conclusiona of this study, the recommendations for

future research are as follows.

5.5.1 The present study focused on the parental involvement of the primary

school students. Further study should be conducted with parents who have children

studying in other levels such as secondary school, high school and university level.

5.5.2 Future research should be conducted to investigate the parental

involvement of parents who work at other types of organizations in other locations in

order to expand the breadth of the information.

5.5.3 Interviews with respondents would be beneficial to obtain more in-

depth data about their levels of parental involvement in their children’s English

learning.

5.5.4 Future studies should be conducted to further investigate the reasons

why parents do not get involved in their children’s English language learning. This

would be useful for parents who want to support their children in English language

learning and the English teachers who need to develop parent – teacher associations

or programs.

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APPENDICES

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APPENDIX A

QUESTIONNAIRE IN ENGLISH

Parental Involvement in Their Children’s English Language

Learning: The Case of Parents Working at a State Enterprise

This questionnaire is a part of the research as a partial fulfillment of the

independent study of Master of Arts (Career English for International

Communication) Program, Language Institute, Thammasat University.

This questionnaire is created to investigate the types and levels of parental

involvement of parents working at the state enterprise in their children’s English

learning. Please mark the answer that best corresponds to your personal data and

experience. Your answers will be kept confidentially for the study only.

The questionnaire is comprised of three sections as follows:

Section 1: Personal information of the respondents

Section2: Parental involvement in your children’s English language learning

Section3: Opinions and suggestions about parental involvement in your

children’s English language learning

Section 1 Personal information of the respondents

Directions: Please put in the blank space provided for the answer that most

corresponds to you.

1. Gender 1

( ) Male 2 ( ) Female

2. Age

1. ( ) 21 – 29 years old

2. ( ) 30 – 39 years old

3. ( ) 40 – 49 years old

4. ( ) 50 – 60 years old

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3. Position

1. ( ) Engineer 2. ( ) Administrative Officer

3. ( ) Architect 4. ( ) Accountant

5. ( ) Technician 6. ( ) Vocational Staff

7. ( ) Others____________

4. Educational Background

1. ( ) Primary or Secondary School

2. ( ) Vocational Certificate or High Vocational Certificate

3. ( ) Bachelor’s Degree

4. ( ) Master’s Degree

5. ( ) Doctorate Degree

5. Your English language proficiency

1. ( ) Poor

2. ( ) Fair

3. ( ) Good

4. ( ) Excellent

6. Your marital status

1. ( ) Married

2. ( ) Co-habilitation

3. ( ) Separated

4. ( ) Divorced

7. Number(s) of children

1. ( ) 1 2. ( ) 2 3. ( ) More than 2

8. Educational level of your child/children

1. ( ) Grade 1 4. ( ) Grade 4

2. ( ) Grade 2 5. ( ) Grade 5

3. ( ) Grade 3 6. ( ) Grade 6

9. Your relationship with child/children

1. ( ) Father 2. ( ) Mother 3. ( ) Other_________

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10. Family income per month

1. ( ) Under 20,000 Baht

2. ( ) 20,001 – 50,000 Baht

3. ( ) 50,001 – 100,000 Baht

4. ( ) 100,001 – 150,000 Baht

5. ( ) 150,001 – 200,000 Baht

6. ( ) Over 200,000 Baht

11. The amount of money you spent per month in supporting your children’s

English language learning e.g. tuition fee for cram school, books and other

learning materials

1. ( ) Under 5,000 Baht

2. ( ) 5,001 – 20,000 Baht

3. ( ) 20,001 – 40,000 Baht

4. ( ) 40,001 – 60,000 Baht

5. ( ) Over 60,000 Baht

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Section 2: Parental involvement in your children’s English language learning

Directions: Please put in the table that corresponds to your level of involvement

Statements Level of Frequency

Always Often Moderately Sometimes Never

1. Parenting

1.1 Encouraging your children to

understand the importance

on learning English

1.2 Observing you children’s

English language

development in every skills

1.3 Accepting and willing to help

your children to improve their

problems in English language

learning

1.4 Knowing the English skill(s)

that your children are good

and willing to support your

children in that skill (s)


practice English in daily life

2. Learning at Home

2.1 Assisting your children in their

English homework

2.2 Exchanging opinions about

learning English with your

children

2.3 Preparing home environment to

be proper for learning English

e.g. reading room, assignment

room

2.4 Helping your children to set the

goal in learning English in each

semester e.g. getting higher

grades, arranging the reading

plan and some other skill

development

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2.5 Arranging time for your

children to do and review their

English homework

3. Cooperation with School

3.1 Being a part of the schools’

parents committee and

attending the meeting at the

school

3.2 Talking with your children’s

English teacher and other

parents in planning the

curriculum of English

3.3 Coordinating with English

teacher to solve the problem of

your children’s English learning

3.4 Being a part of the team that can

implement the school policy in

enhancing English language

learning of your children

3.5 Knowing your children’s

English lessons and grades at

school

4. Volunteering

4.1 Volunteering to be the

coordinator for English teacher

and other parents

4.2 Volunteering to be the

coordinator between English

teacher and students

4.3 Participating the school’s

activities about English

language learning

4.4 Being the guest teacher or

inviting experienced English

teacher to teach English at your

children’s school

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4.5 Supporting English language

learning at your children’s

school e.g. donating money or

gifts

5. Collaborating with community


participate in the English

learning activities in your

community

5.2 Taking your children to learn

English at the library, museum

and learning center in your

community

5.3 Arranging activities that

enhance English learning for

students in your community e.g.

helping with homework,

storytelling and providing

cartoons or movies in English

5.4 Collaborating with the

community in arranging the

English learning activities

5.5 Giving advices about English

language learning to other

parents in the community

6. Other supports

6.1 Supporting your children in

learning English at the tutorial

school

6.2 Supporting your children in

learning English with the native

speaker


attend English learning program

abroad

6.4 Choosing the schools that provide

international program or English

program for your children

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Statements Level


6.5 Traveling abroad in order to

develop your children’s English

language skills

Section 3 Opinions and suggestions about parental involvement in your children’s English

language learning

1. Have you ever gotten involved in your children’s English language learning? Please provide some

explanations.

2. Which type of parental involvement that can best develop your children’s English language

learning? Why it is effective? Please provide some explanations.

3. Does the parental involvement help enhance your children’s English skills? Why does it effective?

Please provide some explanations.

4. Please provide your opinions or suggestions about the parental involvement in children’s English

language learning.

Thank you

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APPENDIX B

QUESTIONNAIRE IN THAI

แบบสอบถาม

เรอง การมสวนรวมในการสงเสรมการเรยนรภาษาองกฤษแกบตรหลานของพนกงาน

รฐวสาหกจ

แบบสอบถามนเปนสวนหนงของงานวจยในการศกษาระดบปรญญาโท สาขาวชาภาษาองกฤษเชง

อาชพเพอการสอสารนานาชาต สถาบนภาษา มหาวทยาลยธรรมศาสตร

วตถประสงค แบบสอบถามนสรางขน เพอศกษาเรองการมสวนรวมในการสงเสรมการเรยนร

ภาษาองกฤษแกบตรหลานของพนกงานรฐวสาหกจ โปรดตอบค าถามดวยขอมลตรงตามความจรง ค าตอบ

ของทานจะใชเพอการศกษาเทานนและไมถกเปดเผยเพอวตถประสงคอน แบบสอบถามนประกอบดวย 3

ตอน ไดแก

ตอนท 1 ขอมลทวไปของผตอบแบบสอบถาม

ตอนท 2 การมสวนรวมในการสงเสรมการเรยนรภาษาองกฤษแกบตรหลานของทาน

ตอนท 3 ความคดเหนและขอเสนอแนะเพมเตม

ตอนท 1 ขอมลทวไปของผตอบแบบสอบถาม

ค าชแจง โปรดท าเครองหมาย หนาขอมลทตรงกบทานมากทสด

1. เพศ 1. ( ) ชาย 2. ( ) หญง

2. อาย

1. ( ) 21 - 29 ป

2. ( ) 30 – 39 ป

3. ( ) 40 – 49 ป

4. ( ) 50 – 60 ป

3. ต าแหนง

1. ( ) วศวกร 2. ( ) วทยากร 3. ( ) สถาปนก

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4. ( ) นกบญช 5. ( ) ชาง 6. ( ) พนกงานวชาชพ

7. ( ) อนๆ .......................

4. ระดบการศกษาสงสดของทาน

1. ( ) ประถมศกษา หรอ มธยมศกษา

2. ( ) ปวช. หรอ ปวส. หรอ เทยบเทา

3. ( ) ปรญญาตร

4. ( ) ปรญญาโท

5. ( ) ปรญญาเอก

5. ระดบทกษะภาษาองกฤษของทาน

1. ( ) ออน 3. ( ) ด

2. ( ) พอใช 4. ( ) ดมาก

6. สถานภาพสมรส

1. ( ) สมรส

2. ( ) อยรวมกนโดยมไดจดทะเบยนสมรส

3. ( ) แยกกนอยแตมไดหยาราง

4. ( ) หยาราง

7. จ านวนบตรหลานของทาน

1. ( ) 1 คน 2. ( ) 2 คน 3. ( ) มากกวา 2 คน

8. บตรหลานของทานก าลงศกษาอยระดบชนประถมศกษาปท (ตอบไดมากกวา 1 ขอ

ตามจ านวนบตรหลาน)

1. ( ) ประถมศกษาปท 1 4. ( ) ประถมศกษาปท 4



9. ทานมความเกยวของกบบตรหลานเปน

1. ( ) บดา 2. ( ) มารดา 3 .( ) อนๆ โปรดระบ....................

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10. รายไดครอบครวเฉลยตอเดอน

1. ( ) ต ากวา 20,000 บาท

2. ( ) 20,001 – 50,000 บาท

3. ( ) 50,001 – 100,000 บาท

4. ( ) 100,001 – 150,000 บาท

5. ( ) 150,001 – 200,000 บาท

6. ( ) 200,000 บาทขนไป

11. คาใชจายในการสนบสนนการเรยนภาษาองกฤษของบตรหลานเฉลยตอเดอน เชน

คาเรยนพเศษ คาหนงสอ – สอการเรยนร เปนตน

1. ( ) ต ากวา 5,000 บาท

2. ( ) 5,001 – 20,000 บาท

3. ( ) 20,001 – 40,000 บาท

4. ( ) 40,001 – 60,000 บาท

5. ( ) มากกวา 60,000 บาทขนไป

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ตอนท 2 การมสวนรวมในการสงเสรมการเรยนรภาษาองกฤษแกบตรหลานของทาน

ค าชแจง โปรดท าเครองหมาย ลงในชองทตรงกบความคดเหนของทานมากทสด

กจกรรม ความถของการท ากจกรรม

บอยมาก บอย เปนบางครง นานๆ ครง ไมเคยเลย

1. ดานการดแลเลยงด

1.1 ทานสอนใหบตรหลานตระหนกถงความส าคญของการเรยนวชาภาษาองกฤษ

1.2 ทานสงเกตพฒนาการทางดานภาษาองกฤษของบตรหลานของทานในทกษะทางภาษาตางๆ

1.3 ทานรบฟงและชวยหาทางแกไขปญหาในการเรยนภาษาองกฤษของบตรหลานของทาน

1.4 ทานทราบวาบตรหลานของทานมความถนดภาษาองกฤษทกษะใดและสนบสนนการเรยนรทกษะนนๆ เพมเตม

1.5 ทานกระตนใหบตรหลานของทานฝกใชภาษาองกฤษอยางงายๆ ในชวตประจ าวน

2. ดานการสงเสรมการเรยนรทบาน

2.1 ทานสอนและตรวจทานการบานวชาภาษาองกฤษของบตรหลานของทาน

2.2 ทานรวมพดคยและสอบถามความคดเหนเกยวกบการเรยนภาษาองกฤษกบบตรหลานของทาน

2.3 ทานจดเตรยมสภาพแวดลอมภายในบานใหเออตอการเรยนรภาษาองกฤษของบตรหลาน เชน จดเตรยมหองอานหนงสอหรอมมท าการบานทเปนสดสวน

2.4 ทานรวมกบบตรหลานของทานในการตงเปาหมายการเรยนวชาภาษาองกฤษในแตละภาคการศกษา เชน การไดคะแนนเพมขน , การวางแผนการอานหนงสอ, การพฒนาทกษะตางๆ

2.5 ทานจดสรรเวลาท าการบานและทบทวนบทเรยนภาษาองกฤษของบตรหลานอยางชดเจน

3. ดานการใหความรวมมอกบโรงเรยน

3.1 ทานเปนสมาชกของสมาคมผปกครองและเขารวมประชมผปกครองทโรงเรยนของบตรหลานของทาน

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3.2 ทานไดตดตอ พบปะ หรอรวมวางแผนการเรยนภาษาองกฤษของบตรหลานรวมกบครผสอนและผปกครองทานอนๆ

3.3 ทานมสวนรวมกบครผสอนในการหาแนวทางแกไขปญหาการเรยนภาษาองกฤษของบตรหลาน

3.4 ทานมสวนรวมก าหนดนโยบายของโรงเรยนเพอสงเสรมการ เรยนรภาษาองกฤษแกบตรหลานของทาน

3.5 ทานทราบขอมลการเรยนและผลการศกษาวชาภาษาองกฤษของบตรหลานของทานจากทางโรงเรยน

4. ดานการเปนอาสาสมคร

4.1 ทานอาสาเปนสอกลางเพอตดตอประสานงานระหวางครสอนภาษาองกฤษและผปกครองทานอนๆ

4.2 ทานอาสาเปนสอกลางเพอแลกเปลยนขอคดเหนในการจดการเรยนการสอนภาษาองกฤษระหวางครและนกเรยน

4.3 ทานอาสาเขารวมจดกจกรรมสงเสรมการเรยนรภาษาองกฤษของบตรหลานทโรงเรยน

4.4 ทานอาสาเปนวทยากรหรอจดหาผมความรความสามารถมาใหความรวชาภาษาองกฤษทโรงเรยนของบตรหลานของทาน

4.5 ทานสนบสนนกจกรรมสงเสรมการเรยนรภาษาองกฤษทโรงเรยนของบตรหลานของทาน เชน บรจาคเงน, มอบของทระลก

5. ดานการมสวนรวมกบชมชน

5.1 ทานพาบตรหลานเขารวมกจกรรมสงเสรมการเรยนรภาษาองกฤษทจดขนภายในชมชน

5.2 ทานพาบตรหลานไปศกษาภาษาองกฤษเพมเตม ณ แหลงการเรยนรในชมชน เชน หองสมด, พพธภณฑ, ศนยการเรยนร

5.3 ทานจดกจกรรมสงเสรมการเรยนรภาษาองกฤษแกนกเรยนในชมชน เชน สอนการบาน, เลานทาน, ฉายหนงหรอการตนทเปนภาษาองกฤษ

5.4 ทานรวมกบชมชนจดกจกรรมสงเสรมการเรยนรภาษาองกฤษ

5.5 ทานใหค าปรกษาแกผปกครองนกเรยนทานอนๆ ในชมชน เรองแนวทางการสงเสรมการเรยนรภาษาองกฤษแกบตรหลาน

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บอยมาก บอย เปนบางครง นานๆ ครง บอยมาก

6. ดานการสนบสนนอนๆ

6.1 ทานสงเสรมใหบตรหลานของทานไปเรยนภาษาองกฤษเพมเตมทสถาบนกวดวชา

6.2 ทานสงเสรมใหบตรหลานของทานไปเรยนภาษาองกฤษเพมเตมกบชาวตางชาตเจาของภาษา

6.3 ทานสงเสรมใหบตรหลานของทานเขารวมหลกสตรพฒนาภาษาองกฤษ ณ ตางประเทศ

6.4 ทานใหบตรหลานของทานเขาศกษาในโรงเรยนทเปนหลกสตรนานาชาตหรอหลกสตรภาษาองกฤษ

6.5 ทานพาบตรหลานของทานไปทองเทยวตางประเทศเพอพฒนาทกษะการใชภาษาองกฤษ

ตอนท 3 ความคดเหนและขอเสนอแนะเพมเตม

1. ทานมสวนรวมในการสงเสรมการเรยนรภาษาองกฤษของบตรหลานหรอไม โปรดอธบาย

2. ทานคดวาการมสวนรวมของผปกครองวธใดชวยสงเสรมการเรยนรภาษาองกฤษของบตรหลานไดด

ทสด เพราะเหตใด โปรดอธบาย

3. ทานคดวาการมสวนรวมในการสงเสรมการเรยนรภาษาองกฤษของบตรหลานมสวนชวยใหทกษะ

ทางภาษาองกฤษของบตรหลานดขนหรอไม เพราะเหตใด โปรดอธบาย

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4. ทานมขอคดเหนหรอขอเสนอแนะอยางไรเกยวกบการมสวนรวมในการเรยนรภาษาองกฤษของบตรหลาน

ขอบคณทใหความรวมมอตอบแบบสอบถาม

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BIOGRAPHY

Name Ms. Prattana Charoenlap

Date of Birth June 25, 1991

Education Attainment 2014: Bachelor of Arts (English)

Chiang Mai University, Thailand

Work Position Administrative Officer

Electricity Generating Authority of Thailand

Work Experiences 2015 – Present: Administrative Officer

Electricity Generating Authority of Thailand

2014 – 2015: Customer Service Agent

Wingspan Services Co., Ltd.

Ref. code: 25605921040365ODV

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