Students’ achievement in English language learning in non-English speaking countries depends on a number of factors; one of these is parental involvement (PI). Male students in Sultanate of Oman have encountered challenges while learning English, with indicators that lack of PI could be one of the reasons for their underachievement. This study was conducted to investigate the influence of Omani PI on students' English achievement. Further, it aimed to identify to what extent Omani parents’ levels of English affect their PI. To answer the research questions of this study, a qualitative research instrument in the form of focus group discussion was applied in order to identify the perceptions of Omani 12 parents, 18 male students, and 11 English teachers. The parents’ data was coded and thematically analyzed using the NVivo 12 software program. Students’ and teachers’ data were analyzed through classical content analysis.
Data showed that the Omani parents held positive attitudes towards the English language, and they applied direct and indirect involvement practices in their children’s English learning. Additionally, the parents expressed their willingness to be involved in English and schools activities that assisted in encouraging their children to learn English. The study revealed that the parents encountered challenges in schools, the community, as well as personal difficulties represented in their lower levels of English, which contributed to their lack of involvement. The study proposed several recommendations to increase Omani PI and further research suggestions.
|Commitee:||Park, Gloria, Nicholson, Laurie|
|School:||Indiana University of Pennsylvania|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language|
|Keywords:||English as an additional language, English proficiency, Parental involvement, School-family partnership|
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