VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, SURE EOE OIE NGUYEN TID TUYET LAN AN INVESTIGATION INTO THE INFLUENCE OF PARENTAL EXPECTATIONS AND SUPPORT ON THEIR CHILDREN’S LEARNING — ENGLISIT MOTIVATION (Một nghiên cứu điều tra về Lác động của sự mong đợi và hỗ trợ của cha mẹ đến động lực học Tiếng Anh của trẻ) MA. [NOR PROGRAMME TIIESIS Kield: English Tcaching Mcthodology Code: 60140111 HANOT - 2017 VIETNAM NATIONAL UNIVERS! [ANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES. Ieee tea ake THỊ TUYẾT LAN AN INVESTIGATION INTO THE INFLUENCE OF PARENTAL EXPECTATIONS AND SUPPORT ON THEIR CHILDREN’S LEARNING — ENGLISH MOTIVATION (Một nghiên cứu điều tra về tác động của sự mong đợi và hỗ trợ của cha mẹ dến dộng lực học Tiếng Anh của trẻ) M. MINOR PROGRAMME TIIESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Prof.
Hoang Văn Vân HANOI - 2017 DECLARATION L hereby declare that my thesis “AN INVESTIGATION INO THE INFLUENCE OF PARENTAL EXPECTATIONS AND SUPPORT ON THEIR CHILDREN’S LEARNING ENGLISI MOTIVATION” submitled for the Faculty of Post-Graduale Studies, University of Languages and International Studies, Vietnam National University has been composed by myself, apart from the help recognized. This paper has also nol been subritied for any other degree or processional qualification except as specified. Hanoi, 2017 Nguyễn Thị Tuyết Lan TABLE OF CONTENTS Table 1: Short-term expectations from parents 22 Table 2: Long-teru expectetions from parents.- Chart I: parental support by investing in extra leaming 26 Table 4: parental support by investing in leaning equipment. 38 Table 5: Time suppart from parents.
31 Table 6: The parental frequency ol’ keeping in touch with school, English center and PUEDE ec ceccsestetntnenneeotntsineeatetetseiesnebctnesiisianatieinienseieinieeiiaesee 34 Table 7: Rewards and punishments from parents. 37 Table 8: The conclation botweon parontal expectations and support and their children’s learning-Enelish motivation. Research findings have also shown that a continued effort of parental involvement throughout the child’s education can improve academic achievement (Driessen, Fan, 2001, Hong & Ho, 2005) A\cademic failure has been linked with risk behaviors and negative outcomes such as; substance abuse, delinquency, and emotional and behavioral problems (Annunziata, Houge, Faw, & Liddle, 2006) ‘There is little research available on the relationship between parental involvement and academic achievement of secondary school students. The majority of the research in this area bas been coructed solely with elementary school students (Baily, Silven, Brabham, & Ross, 2004).
‘This study may provides an indepth look at one aspect of parental involvement, involvement in academic avhvilics of thew children, and academic achicvemnent of secondary school students. The non-stop development of the present society requires each family unit to involve in their children leaming more than ever. Nonetheless, it is the busy life and financial burden thal make parents akways worried about how (o cnsure their families’ living standards. As a result, they do have less time to keep continual contact with school and teachers to follow or manage their children’s learning.
This time limitation is also the reason why mothers and fathers cannot directly instruct or remind their kids dunng their learning process. It is something of a paradox that parents offen pul high expectations into their children’s education while they do not spend much time on guiding their children to learn. One of the popular alternatives which parents apply to compensate for this trend is financial support and investment and then completely entrust schools, learning centers or even for tutors to care their kids’ learning without knowing whether or not their support is effective enough. Parental involvement in children’s learning has been linked with academic achievernert.
Despite the fact that, family is not the only factor affecting lo students’ learning environment, it plays one of the most decisive roles in children’s learning process. Although there is a lot of research to investigate the relationship between parenal mvolvetmnent and thei children’s leaning motivalion, as reviewed above, ABSTRACT This study examines the impact of expectations and support given by the parents on learning English motivation of grade 8 private school students. The purpose of this study was (a) to explore parental expectation and support. lo children’s Hnglish learning, (b) to demonstrate the correlation between parental expeclation and support and their children’s English leaming motivation.
Survey questionnaire was used as a tool for data collection. Further interviews to both parents and children were also conducted to find out the reasons for the results obtained from the questionaire. The data regarding parental expectation and support, their influence on learning motivation was collected from a sample of 90 parents and their 90 students in 8" grade from Doan ‘Thi Diem- Licopark school in Hung Yen, Viemam. After the analysis of data, it was concluded that most of parents are well aware of their role for their children’s English leaning.
However, a noticeable thing is that parents do not directly join in their children’s leaming activities although their attitude is of responsible type. Abave all, the findings of the study revealed thal parents’ contribution to then children’s education has a both positive and negative effect on learning motivation. 1 CONTENTS Declaration l0 Acknowledgements - - - - ii Abstract. ÒÒÐ HH Contents - iv Table of contents vi CHAPTER 1: LNTRODUCTION.
Aims & Rescarch QuesLiors.1 Aims of the study 2. 8oope and significatee.2 Significance of the Study - - 4 4.Organivation of the study - - - 4 CHAPTER 2: LITERATURE REVIEW. Defining parental expectations - - - 5 2. Defining parental support 7 3, Defining children’s leamning-English motivation - I0 3.1 Delimtierg of molivaion - - 10 km ni.3 The Importance ofnotivation in second language learning.
Parental expectations and support and children's leaming mơtivation. Method of the study - - 15 2, Context of the Study. Daia collection instrument, 17 ACKNOWLEDGEMENTS I would like to send my thanks to many individuals for their invaluable help during the conduct of ihe research. Without their help, the completion of this research project would not have been possible.
First and foremost, I would like to express my special appreciation and thamks to my supervisor, Prof. Hoang Van Van for his remarkable supervision, enthusiastic guidance, invaluable support and critical feedback throughout the research, Besides my advisor, I wouldlike to thank all the Board and teachers from Doan ‘Thi Diem Lcopark private secondary school for their assistance in providing information and distibuling questionnaires and interviews to parents and siuderds al arade 8 Next, | wish to send my big thanks to the students at grade 8A and 8L and their parents for their cooperation and the valuable information they provided in my research questionnaire and interviews. Furthermore, I would like to give my heartfelt thanks to my family and friends, especially my mother, for standing by me and for giving me their smsconditional love, care, good assistance and patience Finally, my sincere thanks also po to graders and readers for their valuable evaluation and feedback om this thesis ACKNOWLEDGEMENTS I would like to send my thanks to many individuals for their invaluable help during the conduct of ihe research. Without their help, the completion of this research project would not have been possible.
First and foremost, I would like to express my special appreciation and thamks to my supervisor, Prof. Hoang Van Van for his remarkable supervision, enthusiastic guidance, invaluable support and critical feedback throughout the research, Besides my advisor, I wouldlike to thank all the Board and teachers from Doan ‘Thi Diem Lcopark private secondary school for their assistance in providing information and distibuling questionnaires and interviews to parents and siuderds al arade 8 Next, | wish to send my big thanks to the students at grade 8A and 8L and their parents for their cooperation and the valuable information they provided in my research questionnaire and interviews. Furthermore, I would like to give my heartfelt thanks to my family and friends, especially my mother, for standing by me and for giving me their smsconditional love, care, good assistance and patience Finally, my sincere thanks also po to graders and readers for their valuable evaluation and feedback om this thesis 5, Data collection and analysis procedures. CHAP1ER 4: FINDINGS AND DISCUSSION,.1 Short-term expectationa.2 Long-term expeotations.1 Leaming processing, investmen 2.1 Material support from parents.2 L/eamning prGcessing, xuanagomeniL.1 The parental frequency of keeping in touch with school English center wand tutor - - - - - 33 2.2 Rewards and punishments.
The correlation between parental expectations and support and their children’s Jearting-Enghsh motivation - - 39 CHAPTER 5: CONCLUSION AND RECOMMENDATIORS.re 45 REFERENCES nan. 47 APPENDIX 1 - T HJ2J2s008onnaad. V APPENDIX 4 - - VIL APPEBNDIX Š. cuc nh HH HH nh mưa HH HH kg rà Ix APPENDIX 6 - x CHAPTER 1: INTRODUCTION 1.
Rationale Education is essential for the development of society. The more educated the people of a society arc, the more civilized and well disciplined the socicty might be. Mainly, family has responsibility to socialize children for making them productive amembers of socicty. The more the parents involve in the process of imparting education to thei children, the more the children might excel m their academic career and to become the productive and responsible members of society.
It has becn assumed that academic achievement of students may not only depend on the quality of schools and the teachers, rather the extent of parental involvement has vital role ta play in academic achievement of their kids. The focus of this study is to examine a relationship (if any) betweon the oxtont of parental involvement 1n academic activities of their children and the level of their children’s academic achisvement. The transition from middie school ta secondary school may be an overwhchmimg and atressful_ experience for young adolescents Developmentally, students are entering a period in their lives when their physical, cognitive, psychological, and social characteristics are beginning to evolve Sceondary school studeris exporicrice both a contextual change and a personal change during this transition. It may often be a confusing time for students, their families, and the other adults im their lives who seck lo support their healthy development and learning.
The sccondary school learning environment may be more complex than elementary school and academic achievement expectations imerease. Children are more likely to bave higher academic achnevernent levels and improved behavior when families are involved in their education (Bryan, 2005) Learning begins at home through interaction with one’s family Parental involvement in a child’s education along will environmental and economic factors may affect child development in areas such as cognition, language, and social skills. Numerous studies in this area have demonstrated the importance of family interaction and involvement in the years prior lo ertenng school (Bergsten, 1998; Hill, 2001). Research findings have also shown that a continued effort of parental involvement throughout the child’s education can improve academic achievement (Driessen, Fan, 2001, Hong & Ho, 2005) A\cademic failure has been linked with risk behaviors and negative outcomes such as; substance abuse, delinquency, and emotional and behavioral problems (Annunziata, Houge, Faw, & Liddle, 2006) ‘There is little research available on the relationship between parental involvement and academic achievement of secondary school students.
The majority of the research in this area bas been coructed solely with elementary school students (Baily, Silven, Brabham, & Ross, 2004). ‘This study may provides an indepth look at one aspect of parental involvement, involvement in academic avhvilics of thew children, and academic achicvemnent of secondary school students. The non-stop development of the present society requires each family unit to involve in their children leaming more than ever. Nonetheless, it is the busy life and financial burden thal make parents akways worried about how (o cnsure their families’ living standards.
As a result, they do have less time to keep continual contact with school and teachers to follow or manage their children’s learning. This time limitation is also the reason why mothers and fathers cannot directly instruct or remind their kids dunng their learning process.
