Parental Support Empowering English Teaching: Practical Reflections on Focusing on Students' Emotional Needs

Abstract

This paper investigates the potential of family participation in promoting children's learning of English by considering their emotional needs and not only as a form of extra-curricular academic support provided by parents. Learning a new language can be emotionally stressful; therefore, students may feel anxious, lack confidence in themselves, and feel unsupported by society, which makes it difficult for them to learn well and participate in class. Based on second language acquisition theory, research on foreign language anxiety, frameworks of parental involvement, self-determination theory, control-value theory of achievement emotions, positive psychology in language learning and empirical studies of adolescent motivation, this paper explores how emotionally attuned parental behaviour can help reduce affective barriers and increase learners' willingness to communicate. It does not consider the actual situation of active parents, such as supervision and pressure to perform well in school, but only emotional responses. This is a conceptual literature-based study that does not use original data and makes no claims of causal effects in any particular classroom. Finally, it can be seen that English education will be more effective if schools and parents work together to meet the emotional needs of students and motivate them to learn.