Teachers’ and Parents' Perceptions of Collaborative Support for Adolescents’ English Language Development

Collaboration between teachers and parents plays an important role in supporting the English language development of junior high school students who are in a dynamic phase of cognitive, psychological, and linguistic development. This study aims to examine and compare the perceptions of teachers and parents regarding their roles in supporting the English language development of adolescents, identify existing collaborative practices in the school and community contexts, and analyze the challenges and strategies considered effective in enhancing such collaboration This study uses a quantitative design with a survey method. Respondents consisted of English teachers and parents of junior high school students selected through non-probability sampling techniques. Data were collected using a structured questionnaire covering aspects of English language learning abilities, adolescent learning characteristics, emotional and instrumental support, and parental involvement in the learning process. Descriptive statistical analysis was used to identify patterns and trends in respondents' perceptions. The results of the study indicate that both teachers and parents recognize the importance of collaboration in supporting students' English language development. However, effective collaboration requires a shared understanding of roles and mutual support. Therefore, this study recommends the development of a structured and communicative model of parental involvement to support adolescent English language learning

Descriptive statistics · English language · First language · Language acquisition · Language development · Multimethodology · Perception · Research design · Statistical analysis · EFL/ESL Teaching and Learning · Language Acquisition and Education · Parental Involvement in Education