Intentional learning styles and practices of parents towards their children: Strengthening discipline for language learning

Abstract

Parental involvement is a critical factor in English language learning, as it extends exposure and practice beyond the classroom, creating a continuous and supportive learning environment. However, limited research examines how Filipino parents intentionally instill discipline to strengthen language learning at home. This study employed a qualitative descriptive research design and purposively selected 18 Filipino parents who actively engaged in their children’s English language learning. Data were gathered through semi-structured interviews, recorded with consent, and analyzed using reflexive thematic analysis to identify recurring patterns and themes. Three core parental practices emerged: (1) Imposing strictness through structured routines, rules, and corrective feedback to ensure accountability; (2) Repetition of language use in daily tasks, stories, and games to enhance fluency and vocabulary retention; and (3) Creating a supportive environment that combined emotional encouragement with consistent guidance. These strategies led to improvements in children’s confidence, technical language skills, and frequency of English use in everyday situations. Findings suggest that discipline-oriented yet supportive parenting fosters both linguistic competence and motivation. Aligning with Vygotsky’s social development theory, the study highlights the importance of structured interaction and positive reinforcement in language learning. Intentional parental involvement—balancing firm discipline with emotional support—significantly enhances children’s English language acquisition. Educational programs should promote home-based language strategies and school–parent partnerships to strengthen English proficiency.