Factors That Influence Learning by English Language Learners (ELLs) - Study Abstract

Oct 15, 2026

Current research on English language learners (ELLs) identifies multiple factors shaping their success in learning English as an additional language. Support systems involving parents and teachers affect motivation, expectations, confidence, and classroom engagement. Parents influence achievement through motivation, beliefs about learners’ abilities, opportunities to practice language at school and home, and socioeconomic conditions that determine resources and stability. Teachers then design culturally inclusive relationships, differentiate instruction and assessment, and create peer-supportive classroom climates that help ELLs adjust and persist academically.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Abstract

Role of parents in motivation and expectations

Socio-economic status and learning opportunities

Teacher-student relationships and culturally inclusive classrooms

Peer support and classroom climate

Factors That Influence Learning by English Language Learners (ELLs) Kendall Hanus Abstract Current research with English language learners (ELLs) indicates that there are a number offactors that influence students’ success in learning English as an additional language. Teachers and parents both have different roles in educating and supporting students on their voyage to learning another language. Many factors contribute to students’ achieving academic success while learning a new language. For the majority of English language learners (ELLs), a new language is just one component of adapting and integrating into an educational system within a new society and country. Not only do they have to learn quickly to survive in their daily lives, but they also have to adjust to life in a school environment wherein their native language is not spoken. Some of the challenges include different behavioural and academic expectations, new social customs, and different cultural values. Teachers and parents influence various parts of a student’s life, and therefore success is attributable to different factors. Parents have an important role in terms of motivation and educational expectations, as well as socio-economic status. However, it is teachers who create positive teacher-student relationships in classrooms that are culturally inclusive, collaborate with other mainstream educators, and differentiate instruction and assessment to meet student needs. Ultimately, in order for ELLs to have academic success, it is important that parents, teachers, and students work together to create an optimum learning environment and opportunities for student achievement. Parents have critical roles in terms of motivating their children to learn and to want to improve their language skills and proficiency. While extrinsic and intrinsic motivation are important for children’s success, motivation from parents is a separate form of motivation that has a more direct and positive influence on student achievement (Butler, 2014) . If parents make it clear that education is important and that language skills and proficiency are desired, children are more likely to be motivated to achieve these goals. Parents’ beliefs about their children’s abilities and strengths significantly affect children’s motivation and their own beliefs about what they are capable of academically (Butler, 2014) . If parents support their children’s language learning at school and also at home by facilitating language learning opportunities, children are more likely to achieve success sooner. These activities could be in English or in their native language, because strengthening one language benefits the development of all other languages by strengthening core language proficiency (Aro & Mikkila-Erdmann, 2014) . Parents’expectations and their abilities to motivate their children are important for language learning, but parents’ socio-economic status also influences students’ ability to learn. Socio-economic status can influence academic expectations, school resources, and societal stereotypes. Families that have a higher socio-economic status tend to have higher academic expectations in regards to college and university for their children, which can affect students’ attitudes toward their own abilities and future (Aro & Mikkila-Erdmann, 2014) . They can also provide their children with resources and opportunities that families from a lower socioeconomic status may not be able to afford. Many students of lower socio-economic status have lower self-esteem and confidence when it comes to education, because they fear that they will not have the same opportunities for success in the future. Typically, students from lower socioeconomic status also attend low-income schools that may be old and run-down, lack extracurricular activities and resources, or exude a negative climate (Chu, 2011) . Due to the lower socio-economic status, some EL families are more transient because they move due to

FAQs

Which factors influence ELLs’ success in learning English as an additional language?

The text highlights factors related to parents, teachers, and broader socioeconomic conditions that shape motivation, expectations, confidence, and classroom engagement.

How do parents affect ELLs’ motivation and academic outcomes?

Parents influence learners by motivating them to improve language skills, communicating that education is important, and supporting language learning at school and at home.

Why are positive teacher-student relationships important for ELLs?

Because many ELLs rely heavily on teachers for academic support, positive relationships increase trust, participation, confidence, and engagement, helping students learn new concepts more readily.

Oct 15, 2026

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