This study aims to explore students' views of parental involvement in learning English as a foreign language (EFL) and identify factors that influence these perceptions. The research also examines the extent of parental involvement experienced by students throughout their educational journey, from primary school to university. The questionnaire was designed based on five main dimensions: communication between parents and students, emotional and moral support, provision of educational materials, assistance in problem solving, and guidance on learning strategies. Using a quantitative research design, data were collected from 28 third- semester students through a structured questionnaire. Descriptive statistics were used to analyse levels of agreement and patterns in responses, providing a comprehensive picture of parental involvement from the students' perspective.

Findings showed generally positive perceptions, with levels of agreement across five aspects ranging from 68% to 78%. Students appreciated parental support in emotional and moral aspects as well as the provision of educational resources, although there were some responses that highlighted variations in communication practices and guidance on learning strategies. A surprising finding was the difference in perceptions of parents' ability to share personal experiences in learning English. Factors such as socio-economic conditions, parents' level of education, cultural norms, work commitment and students' independence were identified as influencing these responses. These findings suggest the critical role of parental involvement and highlight the importance of targeted intervention efforts to overcome existing barriers, which can ultimately increase the effectiveness of parental involvement in English language learning across all educational levels.