PARENTAL ROLES IN EFL LEARNING: A CASE STUDY OF FORM 1 STUDENTS IN PARAKOU, BENIN

This study examines the level of parental involvement in English as a Foreign Language (EFL) learning among Form 1 students at Titirou Secondary School in Parakou, Benin, with a focus on parental responsibility and its potential impact on student performance. A total of 10 teachers, 25 parents, and 60 students were selected through purposive and random sampling methods. Data were collected using a combination of questionnaires, interviews, and classroom observations, with both quantitative and qualitative analysis methods. The quantitative data were analyzed using SPSS 22, while the qualitative data were analyzed through content analysis. The findings indicate that while 60% of parents acknowledge the importance of their involvement in EFL learning, only 60% actively participate in EFL-related activities. Additionally, 60% of teachers reported limited parental contact, hindering effective collaboration. The study concludes with recommendations for enhanced cooperation between parents, teachers, and students to improve EFL learning outcomes. Keywords: EFL learning, parents involvement, students, school performance