Family Engagement on the Promotion of Thai Learners’ English Language Learning in Public Secondary Schools in Bangkok

Abstract

This study explores the level of family engagement on the promotion of Thai secondary school learners’ English language learning. This study was adapted from Epstein et al.’s (2002) family engagement model regarding communication, parenting, supporting and decision-making, and community collaboration, which essentially impact the ways families engage in enhancing their children’ English language learning. Based on 402 questionnaires and focus-group interviews with families whose children studied in secondary schools in Bangkok under the supervision of Secondary Educational Service Area Offices 1 and 2, the findings reveal that the levels of family engagement varied. Parenting was rated as high because the respondents who were parents observed their roles as significant factors in contributing to their child’s English language learning. Communication with school, and parents’ support and decision-making did not gain much attention and were rated as medium. Community collaboration was rated as low since families did not recognize the importance of community that could lead to English language learning for their child. This study suggests that partnership programs between school, family, and community should be initiated and strengthened in promoting children’s English language learning achievement.