There are a few studies that workedon parental involvement in English language learning (Al-Mahrooqi, Denman,& Al-Maamari, 2016, Niehaus, 2012). This issue is given slight attention inIranian context especially in English language education. In the EFL context ofIran, Pourrajab (2015) investigated the relationship between school climate andparental involvement in schools based on teachers’ perception. The findings inher research showed that the school environment is suitable, but the level ofparental involvement is average.
The study identified some useful points forteachers, principals, and parents to involve more parents in school process.However, when the school climate at a school is not welcoming, parents may notbecome involved. When schools make positive efforts in involving parents fromdiverse backgrounds, they create a relationship that will in the end beeffective for the child, parent, and the school (Brown & Medway, 2007;Dauber & Epstein, 1993).The Public School Review published aresearch article written by Grace Chen on the positive results of parentalinfluence on student academics. Chenconcluded that: Increase in parental involvementleads to an increase in academic achievement, better classroom behavior andconduct, greater self-esteem, increased motivation and attitude towards school,lower rate of absenteeism, and increased school satisfaction for students.
Bempechat (1992) concludes that when teachers and educational administratorsare strongly committed to drawing parents into their children’s education, theacademic out comes for children’s can be very positiveIn another study, Hwa (2016)explored how parental variables such as parental involvement, attribution,education, and income influence performance of Korean youths. This studysuggests that not only parental involvement in home-based and schoolbased-activities, but also private tutoring-based activities, were positivelyassociated with Korean middle school students’ achievement. Vygotsky’s socialconstructivist approach emphasizes the social contexts in individual’s learningand views cognitive developments as a result of social interactions. In otherwords, parents’ beliefs and expectations gradually transfer to their childrenin daily interactions and it highlights the importance of Parents’ cultural andpsychological beliefs influence on children’s development (Vygotsky, 2004).
