This study explores parental influence on children's L2 motivation and the internalization process of parents' beliefs on L2 learning. Drawing on the self-determination theory (SDT) framework (Ryan & Deci, 2017), it focuses on parental involvement in children's L2 learning at home using a mixed-method approach. In the first phase, 212 parent–child (aged 8–12 years) dyads participated in the quantitative study to reveal the relationship between parents' beliefs and children's affective variables. Structural equation modeling analysis displayed that children's perception of parental involvement positively influenced their perceived competence and interest in other countries, affecting their L2 learning motivation.
In the second phase, the interview data were collected from two different family groups of children (aged 10–12 years) and parents to reveal children's process of internalizing their parents' beliefs regarding children's L2 learning. The phenomenological approach was used for the in-depth analysis of the parental influence on children's process of internalizing their parents' beliefs and integrating them into their own personal value systems, focusing on the lived experience in learning English at home. Children in Group 1 (six families) learned English outside of school in addition to their school curricula (n = 18); children in Group 2 (four families as a baseline) learned English only at school (n = 10). Using the qualitative software MAXQDA, the data were analyzed through a coding process. The results were then shown via diagrams depicting categories.
We found that parents' lived experiences of their involvement in children's L2 learning at home were identified as 1) part of the daily interactions between parents and children, 2) a time for parents to re-learn English through their children's learning, 3) an investment in their children's future, and 4) parents' self-satisfaction in child-rearing. Meanwhile, children's lived experiences were identified as: a) part of their daily activities with their parents, b) study time, and c) a fun time with their parents. Group 2 children tended to identify their lived experiences as a) and b), while Group 1 children were likely to recognize c) in their L2 learning experience. This may be because Group 1 children had more opportunities to participate in cultural events (e.g., Christmas party) with their parents.
Regarding children's motivation, both groups learned English for intrinsic (i.e., it is fun to study/know about different cultures) and extrinsic reasons (i.e., it is important/helpful for their future). Group 1 parents tended to use supportive behaviors to facilitate the internalizing process. In SDT, Group 1 parents' parenting behaviors are categorized into three dimensions (autonomy support, involvement, and structure); these supportive behaviors from people around the learners satisfy learners' basic psychological needs-autonomy, competence, and relatedness (Ryan & Deci, 2017)-which are key factors for enhancing autonomous motivation in L2 learning (e.g., Alamer, 2022).
References
Alamer, A. (2022). Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model. Studies in Second Language Acquisition, 44(1), 164–184.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press.
