Abstract

This article examines the influence of Chinese families on their children’s English language learning, with a focus on the role of family support in shaping students’ English learning. Using Vygotsky’s Zone of Proximal Development (ZPD) as a theoretical framework, this article analyzes how family resources, emotional support, and parental expectations foster Chinese students’ motivation and language acquisition. By synthesizing current literature, this article reveals the impact of family socioeconomic status, parental involvement, and positive psychological support on students’ self-efficacy, motivation, and language proficiency. Additionally, it highlights the potential negative effects of high expectations and excessive pressure, which may lead to anxiety and resistance in language learning. This article aims to help Chinese students achieve success and build emotional resilience in their English learning by providing practical recommendations for families, particularly for parents, like collaborating with schools and teachers, creating an English-friendly home environment, and offering emotional support.

DOI

https://www.doi.org/10.5038/9781955833127

Recommended Citation

Liu, B. H., & Wei, J. (2024). The role of family in chinese students’ english language learning and key suggestions. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 5, pp. 1–11). USF M3 Publishing. https://www.doi.org/10.5038/9781955833127