Promotion of Digital Parenting to Foster Iranian Adolescent EFL Learners’ Self-Efficacy in Online Learning

Navigating the technology-saturated landscape of language education poses a daunting task for present-day parents. As primary companions in EFL learners’ online learning journey, parents need to help them cultivate online language education. Guided by the parental mediation theory, the present study's primary objective was to examine any correlation between parental mediation strategies and Iranian EFL learners' online learning self-efficacy. Inspired by Vygotsky’s (۱۹۷۸) social development theory, which posits that knowledge is constructed within a social context, and Valkenburg et al.’s (۲۰۱۳) autonomy-supportive mediation, the second aim of the study was to uncover strategies that help promote digital parenting to foster learners’ self-efficacy in online language learning. Using an explanatory sequential mixed-methods design, data were gathered through questionnaires from ۴۱۴ Iranian EFL learners aged between ۱۲ and ۱۸, selected through non-probability convenience sampling. Additionally, ۴۷ learners, their parents, and ۱۵ EFL teachers were voluntarily interviewed. Multiple linear regression analysis demonstrated that restrictive mediation and monitoring strategies reduced learners’ online learning self-efficacy while active mediation enhanced it. Reflexive thematic analysis of the interviews also revealed that digital parenting practices, which consider learners’ autonomy and encourage cooperative engagement between learners and parents, will nurture self-regulated online language learners. The findings could set a new benchmark for digital parents, helping them bring up children capable of judiciously leveraging online opportunities.

کلیدواژه ها:

Digital Parenting ، Parental Mediation ، Online Language Education ، Online Learning Self-Efficacy