Exploring the Relationship between Learning Motivation, Parental Support, and Speaking Skills in Young English Learners

This research explores the interplay between learning motivation, parental support, and English speaking proficiency among upper secondary students learning English in an EFL contextThis study used a quantitative approach with a correlational method, and analyzed the data through Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were obtained from 180 students aged 15 to 18 years old using a structured questionnaire and teacher assessment of speaking ability. The findings reveal that learners' motivation to study significantly influences the extent of parental support they obtain. while parental support shows a strong positive impact on students’ speaking abilities. Interestingly, motivation by itself does not directly enhance speaking performance, implying that external support is essential to convert internal drive into verbal language outcomes. These results show that parental involvement plays an important role in improving students' speaking skills, and emphasize that student motivation needs to be supported by a supportive family environment. The study provides practical insights for educators and parents in fostering English language development through a balance of intrinsic and extrinsic factors.