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Parents' Perceptions on Young Children's Online English Learning at Home: A Mixed-Methods Study

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Title: Parents' Perceptions on Young Children's Online English Learning at Home: A Mixed-Methods Study
Language: English
Authors: Qiu Chuane (ORCID 0000-0002-2336-5366), Zhu Rong (ORCID 0009-0004-1522-6229), M. Monjurul Islam (ORCID 0000-0002-0036-7174), Ghadah Al Murshidi
Source: Journal of Early Childhood Literacy. 2026 26(2):566-585.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Parent Child Relationship, Parent Attitudes, Young Children, Electronic Learning, Family Environment, Learning Activities, English (Second Language), Second Language Learning, Synchronous Communication, Asynchronous Communication, Kindergarten, Parent Participation
DOI: 10.1177/14687984251357774
ISSN: 1468-7984
1741-2919
Abstract: This study examines parents' perceptions and roles in supporting kindergarten children's English language development through online learning platforms, highlighting the implications for future educational strategies. Utilizing a mixed-methods approach, the research surveyed 517 parents via questionnaires and conducted six focus group discussions with 60 participants. Quantitative data revealed parents' active involvement in fostering language acquisition through structured routines and diverse digital tools, while qualitative insights underscored the challenges of balancing work, limited digital literacy, and teaching responsibilities. The findings indicate that parents employ strategies such as storytelling, singing, and interactive digital applications to develop listening, speaking, and reading skills. However, disparities in teacher-student interaction and parental proficiency highlight areas for improvement. This study emphasizes the critical role of parental engagement and collaborative teacher-parent efforts in optimizing digital education for young learners. The results inform policy and practice by advocating for targeted professional development, resource allocation, and inclusive strategies to enhance early childhood education in online environments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504029
Database: ERIC
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  Data: Parents' Perceptions on Young Children's Online English Learning at Home: A Mixed-Methods Study
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  Data: <searchLink fieldCode="AR" term="%22Qiu+Chuane%22">Qiu Chuane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2336-5366">0000-0002-2336-5366</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhu+Rong%22">Zhu Rong</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-1522-6229">0009-0004-1522-6229</externalLink>)<br /><searchLink fieldCode="AR" term="%22M%2E+Monjurul+Islam%22">M. Monjurul Islam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0036-7174">0000-0002-0036-7174</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ghadah+Al+Murshidi%22">Ghadah Al Murshidi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Literacy%22"><i>Journal of Early Childhood Literacy</i></searchLink>. 2026 26(2):566-585.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 20
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink>
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  Data: 10.1177/14687984251357774
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  Data: 1468-7984<br />1741-2919
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines parents' perceptions and roles in supporting kindergarten children's English language development through online learning platforms, highlighting the implications for future educational strategies. Utilizing a mixed-methods approach, the research surveyed 517 parents via questionnaires and conducted six focus group discussions with 60 participants. Quantitative data revealed parents' active involvement in fostering language acquisition through structured routines and diverse digital tools, while qualitative insights underscored the challenges of balancing work, limited digital literacy, and teaching responsibilities. The findings indicate that parents employ strategies such as storytelling, singing, and interactive digital applications to develop listening, speaking, and reading skills. However, disparities in teacher-student interaction and parental proficiency highlight areas for improvement. This study emphasizes the critical role of parental engagement and collaborative teacher-parent efforts in optimizing digital education for young learners. The results inform policy and practice by advocating for targeted professional development, resource allocation, and inclusive strategies to enhance early childhood education in online environments.
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  Data: 2026
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  Data: EJ1504029
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        Value: 10.1177/14687984251357774
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      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Parent Attitudes
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      – SubjectFull: Young Children
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Family Environment
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Synchronous Communication
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      – SubjectFull: Kindergarten
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      – SubjectFull: Parent Participation
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      – TitleFull: Parents' Perceptions on Young Children's Online English Learning at Home: A Mixed-Methods Study
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