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Parental Engagement in Early English Language Acquisition: Motivations, Methods, Challenges and Coping Strategies

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https://doi.org/10.54963/jqre.i46.1914
Saminder Singh, G. K., Che Dan, W., Hussain, M. A. M., Yunos, F. N., & Joshi, V. (2026). Parental Engagement in Early English Language Acquisition: Motivations, Methods, Challenges and Coping Strategies. Journal of Qualitative Research in Education, (46), 168–181. https://doi.org/10.54963/jqre.i46.1914
Issue 46 (2026): in progress
Copyright (c) 2026 Gurdip Kaur Saminder Singh, Washima Che Dan, Mohd Al Mahdi Hussain, Farah Naaz Yunos, Veena Joshi
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Authors

  • Gurdip Kaur Saminder Singh

    Faculty of Education and Humanities, UNITAR University College Kuala Lumpur (UUCKL), Kuala Lumpur 50450, Malaysia
    Faculty of Education and Humanities, UNITAR International University, Petaling Jaya 47301, Malaysia
    Faculty of Education, Open University Malaysia (OUM), Petaling Jaya 47301, Malaysia
  • Washima Che Dan

    Faculty of Education and Humanities, UNITAR International University, Petaling Jaya 47301, Malaysia
  • Mohd Al Mahdi Hussain

    Faculty of Education and Humanities, UNITAR International University, Petaling Jaya 47301, Malaysia
  • Farah Naaz Yunos

    Centre for English Language Studies, Sunway University, Bandar Sunway 47500, Malaysia
  • Veena Joshi

    Department of Primary Care Medicine, Faculty of Medicine, MAHSA University, Jenjarom 42610, Malaysia

Received: 20 November 2025; Revised: 11 December 2025; Accepted: 28 February 2026; Published: 7 April 2026

The increasing prominence of English language proficiency in Malaysia has prompted many parents to take an active role in supporting their preschool children’s language learning beyond the formal education system. While parental involvement in education is not new, limited research has explored how Malaysian parents facilitate English language acquisition at home during the early childhood years. This qualitative study sought to explore the motivation, teaching methods, perceived challenges and coping strategies in home-based English language teaching and learning among parents of preschool-aged children. Data were collected through in-depth interviews involving diverse groups of parents from urban and semi-urban settings in Malaysia. The thematic analysis of data collected revealed five dominant themes that discussed agency and motivation, strategies and resources, strategic use of digital tools, challenges of consistency and confidence, as well as coping strategies. The study’s findings highlight the evolving role of Malaysian parents as co-educators in early language development and underscore the need for greater institutional support and resource curation for home-based English learning. Implications suggest that early childhood education policies and programs should integrate parent-focused digital literacy initiatives and provide accessible, culturally relevant language learning tools to bridge gaps in parental knowledge and capacity.

Keywords:

Parental Involvement English Language Preschool Children Challenges Coping Strategies

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