Investigating the relationship between parental involvement and attitudes towards english language learning

This study explored the relationship between parental involvement and parental attitudes in their children's process of learning the English language. The research involved 307 parents of elementary school students as participants. As the research approach, sequential explanatory mixed method design was employed. As the data collection tool, two questionnaires "parental involvement" and "parental attitude" were administered for the quantitative part of the study and semi-structured interviews were conducted with 11 participants for the qualitative part. The collected data were then analyzed using SPSS software. During the analysis of the data, Pearson correlation was used to examine the relationship between family involvement and attitude. Arithmetic mean, standard deviation, frequency and percentage analyses were used for the descriptive analysis of the questionnaire items. Considering the normal distribution of the data, one-way ANOVA and Independent samples t-tests were applied to determine the effect of independent variables on both involvement and attitude. In the qualitative phase of the study, content analysis was used to interpret the interview data. When the findings obtained from the quantitative data were examined, a moderate, positive and significant correlation (r = 0.478; p < 0.01) was found between parental involvement and parental attitude, indicating that a stronger level of parental involvement corresponds with a more positive attitude toward their children's English language learning. The qualitative data added depth by revealing varying levels of parental involvement due to various constraints expressed by the participants, while also highlighting a generally positive attitude towards English learning.