Parental involvement in Chinese preschool children’s mobile-assisted foreign language learning

This paper reports on an exploratory study examining parental involvement in preschool-level English language learners’ use of smartphone apps a Chinese context. The aimed at understanding the challenges that parents experienced, and how they responded to these their engagement with children’s mobile-assisted learning. We collected data from 12 using surveys, daily records, semi-structured interviews. analysis revealed participated smartphone-based learning by regulating time selecting content response needs. findings suggest parents’ knowledge awareness language, as essential cultural capital, increased active They also faced such constraints perceived risks associated exposure. results highlight need for schools teachers support efforts get effectively involved through modelling, reinforcement, direct instruction. Implications teachers, schools, app developers are discussed relation application supporting young