The University of Tehran Journal of Foreign Language Research 2588-4123 14 4 2025 01 20 Rethinking of the zone of proximal development: The role of parental engagement in children's English language learning skills Rethinking of the zone of proximal development: The role of parental engagement in children's English language learning skills 541 560 100320 10.22059/jflr.2024.367415.1078 FA Elham Akbari Department of Innovation, Entrepreneurship, and Learning Systems, Faculty of Industrial Engineering and Systems., Tarbiat Modares University, Tehran, Iran. Journal Article 2023 11 03 The present research investigated the efficacy of parent engagement in children's learning and achievement in the English language and based on the Vygotsky's theory, it offers suggestions regarding some concepts such as adult guidance characteristics. The statistical society consisted of sixty Iranian children ranging from 9 to 10, divided randomly into three groups of experimental 1, experimental 2, and control. The research results showed significantly more learning, skill training, parent involvement, and shared activities between children and parents in the experimental1 and experimental 2 groups compared to the control group. Moreover, a positive correlation is found between parent involvement and children's achievement in all three groups. The results also showed that parents' involvement and teaching involvement, and language skills had the most influence on parents' involvement. Furthermore, teaching engagement to parents had the most significant influence on children's activities. In addition, children's activities and language skill training had the most influence on their learning. The present research investigated the efficacy of parent engagement in children's learning and achievement in the English language and based on the Vygotsky's theory, it offers suggestions regarding some concepts such as adult guidance characteristics. The statistical society consisted of sixty Iranian children ranging from 9 to 10, divided randomly into three groups of experimental 1, experimental 2, and control. The research results showed significantly more learning, skill training, parent involvement, and shared activities between children and parents in the experimental1 and experimental 2 groups compared to the control group. Moreover, a positive correlation is found between parent involvement and children's achievement in all three groups. The results also showed that parents' involvement and teaching involvement, and language skills had the most influence on parents' involvement. Furthermore, teaching engagement to parents had the most significant influence on children's activities. In addition, children's activities and language skill training had the most influence on their learning. https://jflr.ut.ac.ir/article_100320_461def0635e977b9c74155a627c61040.pdf