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The Use of Home-based English Language Activities to EnhanceThai Parents’ Involvement in their Children’s English Learning:A Study of Thai Parents with Limited English Proficiency |
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| รหัสดีโอไอ | |
| Creator | Poowadol Srimalee |
| Title | The Use of Home-based English Language Activities to EnhanceThai Parents’ Involvement in their Children’s English Learning:A Study of Thai Parents with Limited English Proficiency |
| Contributor | Songsavan Worraarpakorn |
| Publisher | Faculty of Liberal Arts, Prince of Songkla University |
| Publication Year | 2567 |
| Journal Title | Journal of Liberal Arts, Prince of Songkla University |
| Journal Vol. | 16 |
| Journal No. | 2 |
| Page no. | 280378, pp.1-20 |
| Keyword | Thai Parents, Limited English Proficiency Parents, Home-Based English Language Activities, Parental Involvement, English As A Foreign Language |
| URL Website | https://so03.tci-thaijo.org/index.php/journal-la/index |
| Website title | Journal of Liberal Arts, Prince of Songkla University |
| ISSN | 2651-1126 |
| Abstract | Parental involvement in promoting learning at home plays a crucial role in the English development of children learning English as a foreign language (EFL). However, parents withlimited English proficiency (LEP) often face difficulties supporting their children, which may reduce their children’s opportunities to improve their English. This study aimed to enhance the involvement of Thai LEP parents in supporting their children’s English language learning at home through the use of home-based English language activities (HELAs). A mixed-methodsdesign was utilized, incorporating a one-group pre-test and post-test approach. The participants, selected through purposive sampling, were 26 Thai LEP parents whose children were attendinga preschool in northern Thailand. The research instruments consisted of four HELAs: using fable videos, using vocabulary teaching videos, using picture cards, and reading books withchildren. Additionally, pre- and post-questionnaires and semi-structured interviews were used to measure changes in parental involvement across three mechanisms: implicit instruction,encouragement, and reinforcement. The findings revealed significant increases in parental involvement. Two critical factors contributing to this improvement were identified: First, HELA participation raised parents’ awareness of the importance of their involvement and boosted their self-efficacy. Second, the practical design of the HELAs facilitated involvement for LEP parents. However, reading activities posed a significant challenge for some parents. This study offers valuable insights for using HELAs to better support LEP parents in facilitating their children’s English learning at home. |
