Influential factors in Vietnamese parents' involvement in children's EFL learning

Parental involvement plays a key role in shaping children's English as a Foreign Language (EFL) learning experiences and outcomes, yet the factors influencing this involvement remain underexplored in Vietnam. There is a lack of context-sensitive qualitative research examining why and how Vietnamese parents engage in their primary school children's EFL learning, especially within private language-center settings. This study explores the factors that shape parents' involvement in their primary school children's EFL learning. Nine Vietnamese parents of children in Grades 4 and 5, enrolled in extra English classes at a private language center in Can Tho, Vietnam, participated in the study. Using a qualitative research design and semi-structured interviews, the study identifies four key categories of factors shaping parental involvement including parent-related factors, school-related factors, child-related factors and emerging theme-related factors. Though the study is limited by its small, localized sample and reliance on parents' self-reported data, which may restrict the generalizability of the findings, it provides valuable insights into the dynamics of parental involvement in children's English learning and offer practical implications for parents, educators, and policymakers. By understanding these factors, stakeholders can develop strategies to enhance parental involvement, thereby improving children's EFL education, particularly in private language centers in Vietnam and similar educational contexts. • Unveiling influential factors of parental involvement in children's English learning. • Uncovering deep insights regarding parental engagement in children's English learning. • Offering actionable guidance for stakeholders on issues of parental engagement.