Parents’ perceptions on young children’s online English learning at home: A mixed-methods study

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2025-07-01 DOI:10.1177/14687984251357774

Qiu Chuane, Zhu Rong, M. Monjurul Islam, Ghadah Al Murshidi

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引用次数: 0

Abstract

This study examines parents’ perceptions and roles in supporting kindergarten children’s English language development through online learning platforms, highlighting the implications for future educational strategies. Utilizing a mixed-methods approach, the research surveyed 517 parents via questionnaires and conducted six focus group discussions with 60 participants. Quantitative data revealed parents’ active involvement in fostering language acquisition through structured routines and diverse digital tools, while qualitative insights underscored the challenges of balancing work, limited digital literacy, and teaching responsibilities. The findings indicate that parents employ strategies such as storytelling, singing, and interactive digital applications to develop listening, speaking, and reading skills. However, disparities in teacher-student interaction and parental proficiency highlight areas for improvement. This study emphasizes the critical role of parental engagement and collaborative teacher-parent efforts in optimizing digital education for young learners. The results inform policy and practice by advocating for targeted professional development, resource allocation, and inclusive strategies to enhance early childhood education in online environments.

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家长对幼儿在家在线英语学习的看法：一项混合方法的研究

本研究考察了家长在通过在线学习平台支持幼儿园儿童英语语言发展方面的看法和作用，并强调了对未来教育策略的影响。该研究采用混合方法，通过问卷调查对517名家长进行了调查，并与60名参与者进行了六次焦点小组讨论。定量数据显示，父母通过结构化的日常活动和多样化的数字工具积极参与促进语言习得，而定性分析则强调了平衡工作、有限的数字素养和教学责任的挑战。研究结果表明，父母采用诸如讲故事、唱歌和交互式数字应用程序等策略来培养孩子的听、说和阅读技能。然而，师生互动和家长熟练程度的差异突出了需要改进的领域。本研究强调了家长参与和师生合作在优化年轻学习者数字教育中的关键作用。研究结果通过倡导有针对性的专业发展、资源分配和包容性战略来加强在线环境下的幼儿教育，为政策和实践提供了信息。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.00

自引率

12.50%

发文量

期刊介绍： Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.