Parental Involvement in EFL Learning at the Level of Tlemcen Primary Schools.

Abstract

This study examines parental involvement in Algerian children’s English language learning at the primary school level. An exploratory case study was conducted with third-year EFL pupils, using questionnaires for parents and teachers. The findings show low parental involvement, especially in parenting and school communication. Most teachers have limited experience and hold master’s degrees. Parents express concern about their child’s English learning, and most pupils receive home support. Teachers request parental assistance due to English’s newness to students. Lack of time and language barriers hinder parents, but most actively support English learning at home using internet resources. Teachers emphasize continuous practice and extracurricular opportunities. The study highlights the need for more collaboration between parents and teachers to support English language learning through everyday activities and real conversations. The results provide insights for improving language learning outcomes for primary school students in Algeria.