THE ROLES OF PARENTS IN SUPPORTING THEIR CHILDREN'S ENGLISH LEARNING IN THE NEW NORMAL ERA
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Abstract
The COVID-19 pandemic in 2020 necessitated the closure of schools, prompting English language teaching instructors, parents, and stakeholders to reassess roles, goals, and learning approaches, and adapt teaching methods to the situation. This crisis also enabled parents to take a more active role in their children's learning, shifting from mere financial supporters to direct involvement. This article aims to present perspectives and exchange experiences from the viewpoint of university-level English language instructors, discuss the importance, propose empathic communication approaches, and collaborative approaches between teachers and parents suitable for the current situation. The article addresses the realities of current English language teaching, which has been impacted by various factors affecting teaching perspectives and roles. It also explores the role of parents, particularly the general perspective of Thai parents, who recognize the importance of involvement in English learning and desire to participate in learning beyond financial support, despite varying English language abilities. The article suggests empathic communication strategies to foster sustainable learning motivation, create a positive learning environment, and strengthen family relationships, enabling parents with diverse English abilities to effectively support their children's English learning in the new normal.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความ Journal of Global of Perspectives in Humanities and Social Sciences (J-GPHSS) มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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