Thai parental roles in English learning: From sponsors to peer learners and role models
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This research aimed to explore the roles of Thai parents in supporting their children’s English learning in Bangkok where English is rarely used outside the classroom. The mixed-method study sought to promote parental involvement beyond the traditional role of financial sponsor, encouraging parents to be role models, peer learners, and active participants in language development. In Phase 1, a literature review and survey of 400 parents in Bangkok were conducted to assess current levels of involvement. In Phase 2, focus group discussions with 15 parents explored their perspectives on supporting English learning, obstacles they face, and the support they need. Data were analyzed using descriptive statistics, the Wilcoxon signed-rank test, and content analysis. The results showed that while parents were willing to act as peer learners, many lacked confidence in serving as role models due to their limited English proficiency (81.75%). Most parents provided financial support (97.8%) and emotional encouragement (75%), but only a small number offered academic support (5.5%). Parents emphasized the need for specific training in phoneme perception and reading aloud, as well as opportunities for family-based English activities. They also requested training to be better peer learners, emotional supporters, and role models. Recommendations for educational policy and parent training programs were proposed to help parents engage more effectively in their children’s English education.
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