A Study of Family Factors Affecting Young Learners' English-Speaking Proficiency in Bangladesh

Syeeda Haque Shimu & Sheikh Md. Ashraful Alam Rony

Apr-May-Jun

Abstract
Parental engagement in language-learning activities profoundly influences children's linguistic achievements. Parents may significantly contribute to their children's language development by engaging in home-based language learning activities. The study sought to examine the linguistic environment within Bangladeshi families, the beliefs and attitudes of both children and adults regarding the learning of English as a second language, children's English proficiency, and the barriers impeding their English language acquisition. The effectiveness of young English learners in speaking the language was also investigated in relation to family factors. This research employed a cross-sectional, correlational quantitative approach to investigate the association between familial characteristics and English-speaking competency among the parents of young learners (aged 6–12) in urban and semi-urban regions of Bangladesh (N=120). Survey data from caregivers and multiple regression analyses reveal a significant disconnect between high parental aspiration for English and effective supportive practices. Results indicate that, while parents invest heavily in external resources, these factors show no significant predictive power. Instead, a child's positive speaking attitude is best predicted by parental active listening (β = .603, p < .001) and parents’ use of simple English words or phrases during daily routines (β = .731, p < .001). Besides, a child's actual proficiency level is most strongly linked to Parental confidence in supporting their child’s English learning (β = .435, p = .011) and the belief that learning English is essential for the child’s future (β = .089, p = .029), while explicit encouragement to speak despite mistakes emerges as a significant negative predictor (β = -.71). The study concludes that the primary family factor affecting proficiency is not resource allocation but the creation of a low-anxiety, interactive linguistic environment. The findings challenge conventional parental strategies and suggest interventions must shift from emphasizing English's importance to coaching specific, naturalistic communicative behaviors.

Keyword: English speaking proficiency, young learners, family factors, parental involvement, Bangladesh, home language environment, foreign language acquisition

Research Area: ELT

Country: Bangladesh

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