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All Journal Nama jurnal : International Journal of Education and Humanities
Yue, Zhang
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Humanities Education Social Sciences Other

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A Narrative Inquiry Approach to the Design and Practice of Early English Education in Chinese Families Yue, Zhang; Hanif , Mohd Hafiz
International Journal of Education and Humanities Vol. 5 No. 3 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i3.341

Abstract

This study employed a narrative inquiry method. It used qualitative techniques such as in-depth interviews, family diaries, video recordings, and field observations. The study systematically examined the design and practice of early English education in Chinese families. Globalization has accelerated. The importance of English as an international language continues to rise. Families serve as key environments for early language learning. Their educational settings, parental teaching strategies, and emotional support significantly influence children’s learning motivation and oral expression. The study developed a theoretical model: Family Factors → Interest Stimulation → Motivation Formation → Enhanced Oral Expression. Analysis of several representative family cases revealed key factors. A warm and open family environment played a crucial role. Diversified teaching methods—such as parent-child reading, picture book reading, nursery rhyme instruction, scenario simulation, and interactive games—were important. A positive shift in parental attitudes and effective resource integration also contributed significantly to stimulating children’s learning motivation. Parents continuously adjusted their teaching strategies. They enriched language input and created authentic communication scenarios. These efforts significantly improved children’s English oral expression skills. This study provides empirical support for early English education theories. It offers valuable guidance for parents, teachers, and policymakers in developing scientific and systematic family English education strategies. The findings promote a shift from traditional exam-oriented models to approaches that emphasize emotional experience and communicative practice
The Role of Parent-Child Reading in the Development of Children's Early Reading and Writing Abilities: A Multidisciplinary Perspective Review Yue, Zhang; Hafiz Hanif
International Journal of Education and Humanities Vol. 5 No. 4 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i4.364

Abstract

Parental education plays a pivotal role in fostering children’s early reading and writing development, yet the mechanisms through which parent–child co-reading supports learning outcomes remain underexplored. This study addresses the problem by investigating how different aspects of co-reading contribute to children’s literacy growth. Specifically, it aims to identify and evaluate the combined influence of three dimensions of co-reading: high-frequency reading sessions, high-quality parent–child interaction, and rich language input. To achieve this goal, we employed a qualitative micro-analysis of recorded and transcribed co-reading sessions from exemplar families. Key variables—reading frequency, interaction quality, and language richness—were measured using observational coding protocols and discourse analysis. Their individual and combined impacts on children’s vocabulary development, comprehension, and cognitive engagement were examined through comparative analysis. Findings show that frequent co-reading sessions significantly enhance children’s vocabulary acquisition and text comprehension. Moreover, high-quality interaction—particularly open-ended questioning and emotional scaffolding—was found to strengthen children’s intrinsic motivation and cognitive flexibility. Language input that included demonstrations of multiple-meaning words and complex sentence structures promoted both receptive and expressive language development. The most impactful results emerged when these three elements functioned synergistically in a dynamic loop of questioning, modeling, and responsive feedback, producing a multiplier effect on learning outcomes. The use of our three-dimensional model as a framework for designing co-reading interventions. Schools, families, and community programs should be equipped with guidelines to implement this model. Future research should expand to longitudinal and multicultural studies, including the integration of smart reading technologies for broader impact
Co-Authors Hafiz Hanif Hanif , Mohd Hafiz