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Abstract
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English has become a global lingua franca, and its role in education and economic opportunities has led to an increasing emphasis on early English language acquisition in non-native English-speaking countries, including Iraq. In Iraq, English is introduced as a foreign language (EFL) in primary education, yet many young learners' proficiency levels remain limited due to various socio-economic and pedagogical challenges (Mahmood, 2020). Research indicates that early language acquisition is significantly influenced by parental involvement, particularly in home literacy practices, attitudes, and beliefs toward language learning (Butler, 2015; Li et al., 2024; Liddicoat & Kirkpatrick, 2020; Zhang & Lao, 2022). Despite the increasing importance of English in Iraq, many young learners struggle with English proficiency due to inconsistent parental support and socio-economic barriers (Saeed, 2021). While some Iraqi parents recognize the value of English for their children’s future, their actual involvement varies based on their own English proficiency, education level, and gendered societal roles. Limited research has systematically explored these factors, leading to a gap in understanding how parental beliefs and attitudes shape young learners' EFL development. Although extensive research has been conducted on the role of parental attitudes and socio-economic factors in first language development (Bialystok, 2002; Hoff, 2013), limited studies have specifically examined how Iraqi parents' English proficiency, university education, and gender influence their beliefs and attitudes toward their children's English learning. Most existing studies focus on Western or East Asian contexts, such as Zhang (2023), which explored home environment influences on young Chinese children’s English development. However, findings from such contexts may not be fully applicable to Iraq due to cultural and educational system differences.
This study is grounded in two main theoretical frameworks:
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