Parents' Motivations for Enrolling Their Children in English Language Courses During Summer Vacation

Abstract

The growing importance of English as a global language has increased parents’ interest in providing additional language-learning opportunities for their children. This study aimed to investigate parents’ motivations for enrolling their children in English language courses during summer vacation. A cross-sectional descriptive design was employed, and data were collected from 104 parents in Zawiya, Libya, using a structured questionnaire. The instrument consisted of socio-demographic items and five dimensions assessing parents’ motivations and expectations: Academic and Educational Motivations, Future Motivations, Personal and Social Motivations, Enrollment Decision Factors, and Expectations and Future Intentions. Data were analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. The findings revealed positive attitudes toward English language learning across all dimensions. Future Motivations recorded the highest overall mean score (M = 4.47), indicating that parents strongly perceived English proficiency as an important factor for their children’s educational and professional success. Expectations and Future Intentions (M = 4.29) and Personal and Social Motivations (M = 4.24) also demonstrated high levels of agreement. Academic and Educational Motivations (M = 4.03) and Enrollment Decision Factors (M = 3.98) further highlighted parents’ recognition of the educational value of English language courses and the importance of educational quality in enrollment decisions. Overall, the results suggest that parents view English language courses as a valuable investment in their children’s future development and learning opportunities. The study recommends that educational institutions continue to provide high-quality English language programs that meet parental expectations and support young learners’ linguistic and academic growth.