Emergency Remote Learning in a Foreign Language Learning: The Parents' Involvement

Rizka Safriyani(1), Ahmad Fauzi(2), Siti Asmiyah(3),
(1) UIN Sunan Ampel Surabaya, Indonesia
(2) UIN Sunan Ampel Surabaya, Indonesia
(3) UIN Sunan Ampel Surabaya, Indonesia

Abstract


The Covid-19 pandemic outbreak has raised the emergence of remote teaching and learning process, including foreign language learning such as English and Arabic. Existing studies in context emergency remote learning have mainly focused on methods, strategies, assessment, and teachers' and students' challenges. Meanwhile, parents as 'substitute' teachers seem to be missed from exploration. This two-phased mixed method study explores the roles parents play with their children's learning of English and Arabic as foreign languages in Indonesia. Quantitative data were collected by distributing online questionnaires and analyzed using SPSS25. Forty-two (42) parents with children aged 6-18 selected through snowball sampling responded to the questionnaires. Six (6) parents were interviewed to get in-depth qualitative-exploratory data on parental involvement. The responses were transcribed, coded and categorized based on the main themes related to parental involvement. The two sets of quantitative and qualitative data in corroboration were used to draw conclusion. The findings suggest roles in controlling, motivating, and managing the learning time as the parents' most salient involvements. The results also highlight some strategies the parents take when their children learn the two foreign languages. Recommendations for schools and teachers to optimize parental involvement in remote learning for foreign languages are also presented

Keywords


Emergency remote learning; English; involvement; parent

Full Text:

PDF

References


Alalshaikh, S. (2015). Cultural impacts on distance learning, online learning styles, and design. Quarterly Review of Distance Education, 16(3), 67.

Amin, H. A. A., Khalil, H., Khaled, D., Mahdi, M., Fathelbab, M., & Gaber, D. A. (2021). Case item creation and video case presentation as summative assessment tools for distance learning in the pandemic era. Medical Journal Armed Forces India, 77, S466–S474.

Antony-Newman, M. (2019). Parental Involvement Policies in Ontario: A Critical Analysis. School Community Journal, 29(1), 143–170.

Ariawan, S., & Malang, S. (2020). Building Critical Thinking in Covid-19 Pandemic Era: Impossible or I am Possible? International Research Journal on Advanced Science Hub, 2(6), 127–130.

Borisova, O. V, Vasbieva, D. G., Malykh, N. I., Vasnev, S. A., & Bírová, J. (2016). Problem of using innovative teaching methods for distance learning students. International Electronic Journal of Mathematics Education, 11(5), 1175–1184.

Bozkurt, A., & Bozkaya, M. (2015). Evaluation criteria for interactive e-books for open and distance learning. International Review of Research in Open and Distributed Learning, 16(5), 58–82.

Cavus, N. (2015). Distance learning and learning management systems. Procedia-Social and Behavioral Sciences, 191, 872–877.

Chawinga, W. D., & Zozie, P. A. (2016). Increasing access to higher education through open and distance learning: Empirical findings from Mzuzu University, Malawi. International Review of Research in Open and Distributed Learning, 17(4), 1–20.

Cherubini, L. (2020). Education in the Post-Pandemic Era: Indigenous Children and Youth. The International Indigenous Policy Journal, 11(3), 1–11.

Committee, P. E. (2011). Collaborating For Success” Parent Engagement Toolkit. Michigan Department of Education. Retrieved on February, 10, 2017.

Cotton, K. (1998). Education for Lifelong Learning: Literature Synthesis. Research You Can Use: Lifelong Learning Series, Booklet 5.

Darras, K. E., Spouge, R. J., de Bruin, A. B. H., Sedlic, A., Hague, C., & Forster, B. B. (2021). Undergraduate radiology education during the COVID-19 pandemic: a review of teaching and learning strategies. Canadian Association of Radiologists Journal, 72(2), 194–200.

Emilia, E. (2005). A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia.

Fernández Alonso, R., Álvarez Díaz, M., Woitschach, P., Suárez Álvarez, J., & Cuesta Izquierdo, M. (2017). Parental involvement and academic performance: less control and more communication= Implicacion familiar y rendimiento academico: Menos control y mas comunicación. Psicothema.

Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J. A. (2020). Students’ perceptions on distance education: A multinational study. International Journal of Educational Technology in Higher Education, 17, 1–18.

Fisher, Y. (2016). Multi-Dimensional Perception of Parental Involvement. Universal Journal of Educational Research, 4(2), 457–463.

Goodall, J., & Vorhaus, J. (2011). Review of best practice in parental engagement.

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740.

Hodges, C., Moore, S., Lockee, B., Trus, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educause Review.

Horvat, A., Krsmanovic, M., & Djuric, M. (2012). Differences in students’ satisfaction with distance learning studies. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 6(6), 1412–1415.

Johnson, N., Veletsianos, G., & Seaman, J. (2020). US Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning, 24(2), 6–21.

Kochanek, J. R., Wraight, S., Wan, Y., Nylen, L., & Rodriguez, S. (2011). Parent Involvement and Extended Learning Activities in School Improvement Plans in the Midwest Region. Issues & Answers. REL 2011-No. 115. Regional Educational Laboratory Midwest.

Kondratova, L. (2020). The organization of distance learning of music teachers in the conditions of postgraduate education reforming. ScienceRise: Pedagogical Education, 4(37), 45–49.

Li, Z., & Qiu, Z. (2018). How does family background affect children’s educational achievement? Evidence from Contemporary China. The Journal of Chinese Sociology, 5(1), 1–21.

Liu, F., Black, E., Algina, J., Cavanaugh, C., & Dawson, K. (2010). The Validation of One Parental Involvement Measurement in Virtual Schooling. Journal of Interactive Online Learning, 9(2).

Mahaffey, F. D., & Kinard, W. (2020). Promoting the home-school connection during crisis teaching. Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field.

Association for the Advancement of Computing in Education (AACE).

Mahuro, G. M., & Hungi, N. (2016). Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda. Cogent Education, 3(1), 1264170.

Maphosa, C., & Bhebhe, S. (2019). Digital literacy: A must for open distance and e-learning (ODEL) students. European Journal of Education Studies.

Nahar, S. (2020). Prevention of Hypocritical Behavior and Its Perspective in Islamic Education. Dinamika Ilmu, 20(1), 1–12.

Ozfidan, B., Duman, J., & Aydin, H. (2020). Parents’ perceptions in STEM-oriented public schools: correlations among ethnic, linguistic, and socio-cultural factors. Educational Studies, 1–21.

Pozdnyakova, O., & Pozdnyakov, A. (2017). Adult students’ problems in the distance learning. Procedia Engineering, 178, 243–248.

Puput Arianto. (2017). English Education: Jurnal Tadris Bahasa Inggris. The Implementation of Note-Taking Strategy in Listening Class, 10(1), 119–134.

Sajjad, M., Khan, R. A., & Yasmeen, R. (2018). Measuring assessment standards in undergraduate medical programs: Development and validation of AIM tool. Pakistan Journal of Medical Sciences, 34(1), 164.

Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P. S., Hege, I., Masters, K., Oh, S.-Y., Patel, R., & Premkumar, K. (2020). Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic. MedEdPublish, 9.

Savickait?, A. (2013). Critical points in distance learning system. Socialin?s Technologijos, 3(01), 221–230.

Schlesselman, L. S. (2020). Perspective from a teaching and learning center during emergency remote teaching. American Journal of Pharmaceutical Education, 84(8).

Smith, J. G. (2006). Parental Involvement in Education Among Low-Income Families: A Case Study. School Community Journal, 16(1), 43–56.

Traxler, J. (2018). Distance learning—Predictions and possibilities. Education Sciences, 8(1), 35.

Voloshinov, S., Kruglyk, V., Osadchyi, V., Osadcha, K., & Symonenko, S. (2020). Realities and prospects of distance learning at higher education institutions of Ukraine.

Wilder, S. (2014). Effects of parental involvement on academic achievement: a meta-synthesis. Educational Review, 66(3), 377–397.

Yulia, H. (2020). Online learning to prevent the spread of pandemic corona virus in Indonesia. ETERNAL (English Teaching Journal), 11(1).

Zainul, R., Adri, M., Wahyuningtyas, N., Wedi, A., Surahman, E.,

Aisyah, E. N., Oktaviani, H. I., Meilanie, R. S. M., Purnamawati, S. N., & Listyasari, W. D. (2020). Development of e-Learning Courses for Subjects about ‘Learn and Learning’with Moodle-based for Prospective Teacher in Indonesia. Journal of Physics: Conference Series, 1594(1), 12023.

Zormanová, L. (2017). Models of Distance Learning in Higher Education. International Journal of Research in E-Learning, 3(1), 49–61.




DOI: https://doi.org/10.33369/jeet.6.1.27-44

Article Metrics

 Abstract Views : 0 times
 PDF Downloaded : 0 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Journal of English Education and Teaching (JEET) is Indexed in

     

Creative Commons LicenseJournal of English Education and Teaching is licensed under Creative Commons Attribution-ShareAlike 4.0 International License.