The Roles of Home Support and Parental Collaboration in the Progress of EFL Students' Speaking Skills at Lower Secondary Schools in Duhok, Iraq

Abstract

This paper examines parental engagement in English speaking of lower secondary students in Duhok, Iraq, through a mixed methods approach based on parent and teacher surveys and student focus groups. The goal of the research is to investigate school-based cooperation and home-based support as well as their effect on the success of the students in speaking English. The findings show that concerning school-based collaboration and home-based support, parents have shown moderate engagement with M = 3.76 and M=2.99, respectively. According to teachers, parents engage in the provision of learning materials, such as CDs, English classes, shows on television, and mobile applications. It was pointed out by the students that they had made the greatest progress in speaking when they were encouraged emotionally at home and when they had interactive practice. The paper has elaborated the importance of parents in strengthening English speaking abilities outside the classroom and highlights the necessity of practical strategies and interventions to strengthen home based support. The implications of these findings suggest that the policymakers, educators as well as families should promote holistic development of English-language speaking among EFL students.