The Effect of Integrating Teacher-Led Private Tutoring with Parental Academic and Psychological Involvement on High School Students’ English Language Achievement, Self-Esteem, and Language Anxiety

Document Type : research article

Authors

Department of Foreign Languages, Faculty of English language and literature, Yazd University, Yazd, Iran

10.22059/jflr.2026.405629.1261

Abstract

Objective: The present study aimed to examine the effect of integrating teacher-led private tutoring with parental academic and psychological involvement on students’ academic achievement, self-esteem, and English language anxiety among high school students in Yazd, Iran.
Method: This study included a convenience sample of seventh to twelfth-grade students during the 2024–2025 academic year. The research instruments consisted of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Rosenberg Self-Esteem Scale (Rosenberg, 1965), and a researcher-developed questionnaire assessing parental involvement and participation in private tutoring. Data were collected via Google Forms and analyzed through Mann-Whitney U tests. This non-parametric test was selected because the sample did not meet the assumptions necessary for a parametric independent-samples t-test.
Results: It was hypothesized that the integration of teacher-led private tutoring with parental academic and psychological involvement significantly enhances students’ academic performance in English, increases self-esteem, and reduces foreign language anxiety. The results indicated that while parental academic and psychological involvement does not necessarily produce a statistically significant reduction in students’ English language anxiety and increase in their self-esteem, there is a potential protective effect, which emphasizes the importance of parental emotional presence and guidance in teacher-led private tutoring.
Conclusions: This potential effect of parental academic and psychological involvement on students’ English language anxiety and self-esteem provides insights into how home-school collaboration contributes to more effective English language learning and students’ emotional well-being. Findings may further inform educational policymakers and teachers about the importance of fostering parental engagement as a key component in foreign language instruction.

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References

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Journal of Foreign Language Research
Volume 16, Issue 1
April 2026
Pages 109-126

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