This review synthesizes findings from 36 studies published between 2014 and 2024, examining the attitudes of preschoolers towards English as a Foreign Language (EFL) learning, the influence of parental factors, and gender dynamics in the context of home-based education in China. The recent shift towards home-based EFL learning, driven by policy changes, necessitates a deeper understanding of how parental involvement and socioeconomic status (SES) affect young learners’ language development. The review reveals that preschoolers generally exhibit positive attitudes towards EFL when interactive and engaging methods, such as digital games and storytelling, are employed. These methods align with the developmental needs and natural learning preferences of young children, contrasting with the more structured approaches suited to older learners. Parental beliefs and SES significantly shape the home learning environment, with higher SES parents providing more resources and support, thereby enhancing their children’s language outcomes. Gender differences in EFL learning are nuanced; while overall attitudes do not significantly differ, preferences for reading materials and learning activities vary between boys and girls, highlighting the need for gendersensitive educational strategies. The novelty of this study lies in its focus on preschool-aged children within China’s unique sociocultural context, an area often overlooked in EFL research. The findings underscore the importance of providing parents with adequate resources and support, addressing socioeconomic disparities, and employing interactive teaching methods to optimize early EFL learning experiences. This review contributes to the broader understanding of EFL education and offers practical recommendations for enhancing language learning outcomes for young learners.
This review synthesizes findings from 36 studies published between 2014 and 2024, examining the attitudes of preschoolers towards English as a Foreign Language (EFL) learning, the influence of parental factors, and gender dynamics in the context of home-based education in China. The recent shift towards home-based EFL learning, driven by policy changes, necessitates a deeper understanding of how parental involvement and socioeconomic status (SES) affect young learners’ language development. The review reveals that preschoolers generally exhibit positive attitudes towards EFL when interactive and engaging methods, such as digital games and storytelling, are employed. These methods align with the developmental needs and natural learning preferences of young children, contrasting with the more structured approaches suited to older learners. Parental beliefs and SES significantly shape the home learning environment, with higher SES parents providing more resources and support, thereby enhancing their children’s language outcomes. Gender differences in EFL learning are nuanced; while overall attitudes do not significantly differ, preferences for reading materials and learning activities vary between boys and girls, highlighting the need for gendersensitive educational strategies. The novelty of this study lies in its focus on preschool-aged children within China’s unique sociocultural context, an area often overlooked in EFL research. The findings underscore the importance of providing parents with adequate resources and support, addressing socioeconomic disparities, and employing interactive teaching methods to optimize early EFL learning experiences. This review contributes to the broader understanding of EFL education and offers practical recommendations for enhancing language learning outcomes for young learners.
Introduction Method Findings Discussion and Implications of Findings Conclusion
