A semiannual International Research Journal

The Socioeconomic Status of Parents and Parental Involvement in Post-Pandemic Era: A Longitudinal TEFL Study in Iran

Document Type : Original Article

Authors

1 Assistant Professor, TEFL Department, Social Sciences Faculty, University of Ershad Damavand, Tehran, Iran.

2 Assistant Professor, Department of Foreign Languages, Language Center, Imam Sadiq University, Tehran, Iran.

3 Professor, Faculty of Social Sciences and Humanities, Language Academy, Universiti Teknologi, Skudai, Johor, Malaysia.

4 Instructor, TEFL Department, Social Sciences Faculty, University of Ershad Damavand, Tehran, Iran.

Abstract
There exists a scarcity of studies examining the intersection of neoliberalism discourse, parental involvement, beliefs, and Socioeconomic Status (SES) regarding speaking proficiency of young English learners in the post-pandemic era. To this end, 28 children were selected along with their parents and were taught with the same syllabus, and tuition was waived for children with low SES. Two questionnaires were designed and validated to examine the effect of socioeconomic factors on parents’ beliefs and involvement. The findings showed that  SES has a significant effect on parental beliefs and involvement. The results also indicated that young learners’ parental factors could affect the success of these learners in the post-pandemic era. This research study can encourage more studies on intersectionality in educational research.

Keywords

Subjects


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Volume 2, Issue 1
April 2024
Pages 1-23

  • Receive Date 23 February 2024
  • Revise Date 06 April 2024
  • Accept Date 22 May 2024