Study of Correlation between Parental Involvement and Iranian EFL Preschoolersיי English Language Learning

Research on parental involvement (PI) testifies to its positive impact on studentsʹ academic achievement. The bulk of the literature in this domain, however, is imbued with qualitative findings leaving little room for empirical studies particularly in EFL preschool contexts. Given the importance of the understanding of the role of parental involvement in kidsʹ language learning, and the scanty attention given to PI in English as a Foreign Language (EFL) context, particularly in the Iranian context, this study was conducted to investigate the likely relationship between PI and EFL preschoolersʹ language learning outcomes. To this end, 50 EFL students studying in Golbaran and Setarebaran nursery schools in Gorgan, Iran together with their parents were invited to participate in this study. The data collection instruments included an achievement test along with the Family Involvement Questionnaire (FIQ) adapted from Fantuzzo, Tighe, & Childs (2000, as cited in Jeffries, 2012) consisting of three main parts, namely home-based involvement, school-based involvement and home-school conference (video and telephone). The analysis of the data revealed a moderate, positive, and significant relationship between PI and preschoolersʹ English achievement. Moreover, amongst PI factors, parentsʹ school-based involvement has the strongest relationship, while home-school conference has the weakest relationship with the studentsʹ learning outcomes. In addition, the analysis of the data led to the identification of the most widely used teaching aid devices amongst the participant parents. The findings are deemed to be of important pedagogical implications for the main stakeholders, i.e., school administrators and parents.