本論文研究台灣父母親對於其子女英語學習的參與程度與方式。研究者首先探討父母親對子女英語學習的期望程度，另外，不同英語程度學生的父母親是否有不同的參與方式或程度高低，也在本研究中有所探討，再者，父母親與英語教師的溝通互動與子女英語學習的關係也是探討的重點之一。
本問卷受試者為台北市某一公立國中一年級的家長，共四百八十四位，問卷中受試者的個人背景資料採用描述分析，其餘的選擇題則用SPSS統計軟體分析，回收家長所填寫的問卷後，根據研究方法中的分類方式，依照學生第一學期的英文總成績以及家庭年收入將家長分為九個族群，再進行分類整理以便回答研究問題。
本研究主要發現如下：第一，不論社經背景高低或子女目前的英語學習狀況好壞，家長對於子女的英語學習抱有高度期望，第二，家長最常參與英語學習有以下四種方式，分別為設定英語成績標準、規範孩子學習英語的時間、要求孩子背單字以及檢查英語作業和考卷，然而家長參與子女英語學習的程度普遍不高，另外，家長購買或孩子最常在家使用的學習資源有英語故事書、雜誌、單字卡以及VCD和DVD等，第三，在親師溝通互動方面，家長沒有很踴躍參與親師座談活動，且鮮少與學校英語教師溝通孩子英語學習情況，有部分家長希望能有更多元的親師溝通管道，第四，家長在參與時，遇到最大的困難在於時間不足以及本身英語能力不夠，經濟因素則最不會成為阻礙家長參與的因素，第五，家長普遍需要英語教師或學校提供英語學習資源，其中家長最有需求的是文法書、教導英語學習技巧或方法的書籍以及多媒體教材，如互動光碟或英語學習網站。
本研究建議家長可多與英語教師溝通及互動，除了本身能更加掌握子女在校學習狀況，教師也可了解學生在家學習英語的情況，此外，英語教師及學校人員應合力設計出適合家長參與的學習活動，進而提升學生英語學習的意願與成就。

The aim of this study is to investigate how parents become involved in their children’s English learning in junior high school. The researcher first discusses parents’ expectation on children’s English learning. The relation between ways or frequencies of involvement activities and children’s English learning is also discussed in this study. Similarities and discrepancies among parents of different English proficiency children are particularly examined. Moreover, the relation between parent-teacher interaction and children’s English learning is also included.
The participants were 484 parents of seventh graders who studied in one municipal junior high school in Taipei City. These parents were asked to fill out a questionnaire. Descriptive analysis was adopted to analyze their demographic information and other multiple-choice questions were statistically analyzed by SPSS statistic package. After questionnaire collection, participants were divided into nine groups based on the classification of children’s English grade in the fall semester and family annual income in the study.
The major findings of this study were as the follows
1. Parents regardless of family SES or children’s current English achievement held high expectation on children’s English learning.
2. The four most-frequent ways of involvements were setting English grade standard, regulating English learning time, asking children to memorize new words and checking English homework or test papers. However, parents in general involved infrequently. As for learning materials, the most popular ones that parents bought or children used at home and at school were English story books, magazines, flash cards and VCDs or DVDs.
3. A majority of parents seldom attended school events and rarely communicated with English teachers about children’s English learning. Some parents were in need for more diverse parent-teacher communication channels.
4. Major difficulties parents encountered when involving were lack of time and parents’ low English proficiency. Economic budget, however, did not hinder parental involvement.
5. A great number of parents needed learning resources from English teachers and the school. They especially needed English grammar books, books of English learning skills or strategies and multimedia materials, for example, interactive DVDs and English learning websites.
The results of this study suggested that parents should communicate with English teachers more often in order to understand children’s learning situation at school and teachers could also have a better understanding of students’ learning situation at home. Moreover, English teachers and school staffs should design learning activities that encourage parents to involve in children’s English learning process. By increasing parental involvement, children’s English learning willingness will be increased and learning outcome will be improved.

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