Between Parents and Screens: The Impact of Parental Support and

Gadget Use on EFL Learning in Early Childhood

Marsika Sepyanda

and Fenni Kurnia Mutiya

Department of Sport Science, Faculty of Sports Science, Universitas Negeri Padang, Indonesia

Department of Statistics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Padang, Indonesia

Keywords: Parental Support, Gadget Use, EFL, Early Childhood, Screen Time.

Abstract: This study explores the impact of parental involvement and gadget use on early English as a Foreign Language

(EFL) acquisition among preschool-aged children. In the recent digital age, young learners are increasingly

exposed to screen-based media, while the role of parents remains critical in shaping children's language

development. This study was a quantitative correlational design which involved 65 parents of children aged

4 to 6 years. They were selected through volunteer random sampling. Data were collected using a structured

questionnaire including 26 Likert-scale items divided into three parts: parental involvement, gadget use, and

EFL acquisition. Statistical analysis discovered that both parental involvement and gadget use significantly

correlated with children’s language development, with a higher correlation for parental involvement (r =

0.6909) compared to gadget use (r = 0.5238). Multiple regression analysis showed that 65.36% of the variance

in EFL acquisition was explained by the two variables combined, with parental involvement (β = 0.53111)

employing a stronger influence than gadget use (β = 0.28867). These findings suggest that active parental

engagement through language-rich interaction and guided screen mediation plays a dominant role in

encouraging early EFL learning, while responsible gadget use helps as a supportive tool. The study

emphasizes the importance of involving parents in home-based language practices and promoting digital

literacy strategies to optimize early language development in young learners.

1 INTRODUCTION

In the rapid growth of the technology era, digital

media has become an inseparable part of early

childhood living experiences. The use of mobile

devices, smartphones, and other types of gadgets by

children has merged globally, often beginning as

early as the first year of life. As a result, young

learners are increasingly exposed to screen-based

content, including educational applications and

language learning tools. While this shift offers new

opportunities for enhancing English as a Foreign

Language (EFL) instruction in early childhood, it also

raises concerns about developmental and linguistic

risks, especially when screen time replaces

interactive, human-mediated learning (Al Hosani et

al.; Axelsson et al.).

Besides the development of technology, early

childhood education and parental involvement have

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become increasingly significant, particularly in

contexts where English as a Foreign Language (EFL)

learning is introduced at a young age. As digital

devices such as smartphones and tablets become

increasingly accessible to children, their presence in

early learning environments, whether they are both

formal and informal, brings important questions

about their pedagogical potential and developmental

impact (Srinahyanti et al.; Rizki et al.; Maiziani and

Amilia). In early childhood, when linguistic,

cognitive, and social foundations are rapidly

developing, the role of digital media should be

carefully evaluated, especially when it relates to

second language acquisition.

Previous research recognized that screen exposure

can influence language development in both positive

and negative ways (Ghofururrohim et al.; Srinahyanti

et al.). On one hand, digital tools may facilitate early

language learning through interactive storytelling,

Sepyanda, M. and Mutiya, F. K.

Between Parents and Screens: The Impact of Parental Support and Gadget Use on EFL Learning in Early Childhood.

DOI: 10.5220/0014068200004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 17-23

ISBN: 978-989-758-788-7; ISSN: 3051-7702

phonics games, and visual vocabulary development

(Habibie; Damar et al.). On the other hand,

unregulated or excessive screen use in early

childhood has been associated with delays in speech,

limited expressive language, and reductions in

parent–child verbal interactions (Al Hosani et al.;

Hutton et al.; Liu et al.). As children’s screen time

increases, there is often a corresponding decrease in

the quality and quantity of caregiver–child

communication, which is essential for effective EFL

learning (Ewin et al.; Moon et al.).

The growing exposure of young children to digital

technologies has prompted educators and researchers

to investigate how gadgets influence EFL learning.

On one hand, educational applications, videos, and

interactive platforms can offer engaging,

multisensory experiences that support vocabulary

acquisition, phonological awareness, and

communicative competence (Najiha et al.). On the

other hand, concerns have been raised regarding the

passive consumption of content, overreliance on

screen-based input, and potential delays in expressive

language development due to excessive or

unsupervised screen time (Stiglic and Viner; Liu et

al.)

In this digital learning era, parental support

emerges as a critical factor. Parents act not only as

facilitators of digital access but also as mediators who

figure out children’s experiences with technology

through guidance, monitoring, and participation (Ho

et al.; Pek and Mee; Lanjekar et al.). Previous

research shows that co-viewing and active mediation

strategies can significantly improve children’s

comprehension and language outcomes during digital

interactions (Najiha et al.; Moorhouse and

Beaumont). This is especially crucial in EFL

contexts, where children's limited exposure to

English in their environment makes scaffolded

interaction essential.

Therefore, the effectiveness of EFL learning in

early childhood is not only determined by the

presence of digital tools, but by the quality of parental

involvement in those learning episodes. Parents’

digital literacy and beliefs about technology also play

a substantial role in shaping children's screen habits

and language learning outcome (Clinton and Hattie;

Rahayu et al.; Chasanah and Pranoto). For example,

a study highlights that when parents possess strong

digital capabilities, they are more likely to curate and

engage with appropriate language-learning content

for their children (Garim and Latief).

However, gaps in parental digital literacy, time

availability, and awareness of EFL pedagogical

practices present challenges in optimizing gadget use

for learning. Moreover, the shift toward screen-based

education during the COVID-19 pandemic has

further intensified the dependency on home support

systems, revealing both opportunities and limitations

of parental roles in early EFL instruction (Jong et al.;

Pek and Mee).

Related to the increasing relevance of screen-

based media in early education and the crucial role of

parents in mediating its use, this study aims to

investigate the relationship between parental support,

gadget use, and early EFL acquisition. Specifically, it

examines how parents’ engagement, control

strategies, and perceptions of technology affect their

children’s English language exposure and

development. By focusing on young learners in EFL

settings, the study aims to contribute to a deeper

understanding of how digital and familial

environments connection to support or hinder

language learning in early childhood.

2 METHOD

This study conducted a quantitative correlational

design to explore the relationship between parental

support, gadget use, and children’s English as a

Foreign Language (EFL) acquisition. A correlational

approach is appropriate when examining the degree

to which independent variables where in this case,

parental involvement and gadget use are related to a

dependent variable (language acquisition) without

manipulating any variables (Creswell and Creswell).

Participants were selected using non-probability

volunteer sampling because the total population was

unknown. A total of 65 parents of early childhood

learners participated in the study, representing

various educational and occupational backgrounds.

Data were collected using a structured questionnaire

consisting of three main sections: parental support,

gadget use, and EFL acquisition. Items were

measured using a 5-point Likert scale. The

questionnaire was adapted from previous validated

instruments and pilot-tested for clarity and relevance.

To ensure quality, the instrument underwent

validity and reliability testing. Content validity was

reviewed by experts, while construct validity was

checked through item-total correlations. Cronbach’s

alpha coefficients for all scales exceeded 0.70,

indicating strong internal consistency (Nunnally &

Bernstein, 1994). Data were also tested for normality,

and all assumptions were met. Statistical analysis

using multiple linear regression revealed that parental

support and gadget use accounted for 65.36% of the

variance in children's EFL development, suggesting a

ICECE 2025 - The International Conference on Early Childhood Education

strong combined influence on language learning

outcomes.

3 RESULT AND DISCUSSION

3.1 Result

Based on the questionnaire distributed to the

respondents, there were 65 parents who give

information related to the parental support, gadget use

and early EFL acquisition. The data can be seen on

the following graph.

Figure 1: Classification of the Children based on the Age.

3.1.1 Validity Testing

The validity test ensures that each item in the

questionnaire accurately measures the intended

variable. Using Pearson Product Moment correlation

(α = 0.05, r-table = 0.2441), all questionnaire items

for the three variables (Parental Involvement, Gadget

Use, and Language Acquisition) showed correlation

coefficients higher than the threshold. It indicates that

all items are statistically valid.

The following bar charts show the correlation

coefficients of each item, clearly above the r-table

reference line (0.2441), reinforcing their validity:

Figure 2: Validity Results for Parental Involvement.

Figure 2 above presents the validity test results for

the questionnaire items measuring parental

involvement in early childhood EFL learning. Using

the Pearson Product Moment correlation technique

with a significance level of 0.05 and a critical r-table

value of 0.2441 (df = 63), all nine items (X11 to X19)

exceeded the threshold, with correlation coefficients

ranging from 0.5249 to 0.8892. This indicates that

each item strongly correlates with the overall

construct and is statistically valid. The high validity

confirms that the instrument effectively captures the

multidimensional aspects of parental involvement,

including monitoring, guidance, and language

support at home.

Figure 3: Validity Results for Gadget Use.

Figure 3 illustrates the validity test outcomes for

items assessing children's gadget usage. All nine

items (X21 to X29) demonstrated significant positive

correlations with the total score, with correlation

coefficients ranging from 0.4264 to 0.6557, well

above the minimum required r-value of 0.2441. These

results suggest that each item reliably measures

different dimensions of gadget use, such as duration,

purpose, parental control, and content exposure. The

overall statistical validity supports the inclusion of

these items in the final instrument, ensuring accurate

measurement of how digital device engagement

intersects with early language development.

Figure 4: Validity Results for Language Acquisition.

Figure 4 displays the validity analysis for

questionnaire items related to children's language

acquisition. The correlation coefficients for the seven

items (Y1 to Y7) range between 0.8033 and 0.8949,

Between Parents and Screens: The Impact of Parental Support and Gadget Use on EFL Learning in Early Childhood

all surpassing the critical r-value of 0.2441. These

high correlations signify that each item is a valid

measure of the children's language acquisition

abilities, including vocabulary range, sentence

formulation, comprehension, and verbal expression.

The strong item-total correlations confirm that the

instrument is statistically sound and capable of

capturing key indicators of EFL language

development in early childhood learners.

3.1.2 Reliability Testing

The reliability test in this study was conducted using

the Cronbach’s Alpha formula to evaluate the internal

consistency of the questionnaire items. Internal

consistency refers to the degree to which the items

within a scale are correlated, indicating they measure

the same underlying construct (Tavakol & Dennick,

2011). The higher the Cronbach’s Alpha value, the

greater the reliability of the instrument. According to

George and Mallery (2003), a Cronbach’s Alpha

value above 0.7 is generally considered acceptable,

with values above 0.8 indicating good reliability and

values above 0.9 considered excellent. The formula

used to calculate Cronbach’s Alpha is as follows:

𝛼

𝑘

𝑘1

1 

Σvar𝑥





𝑣𝑎𝑟𝑥





This formula helps quantify the proportion of the

total score variance that is attributable to true score

variance rather than measurement error. In this study,

reliability testing showed that the instruments used to

measure parental involvement, gadget use, and

language acquisition demonstrated high internal

consistency, thereby confirming the reliability of the

questionnaire for further data analysis. The result can

be seen as follow.

𝛼

9 1

1 

11,6712

58,5096

0,9006

It can be seen that, he reliability coefficient for the

parental involvement variable is 0.9006, which

indicates a very high level of internal consistency

among the questionnaire items. This suggests that the

items effectively and consistently measure the

construct of parental involvement in early childhood

EFL learning.

𝛼

9 1

1 

10,6798

27,7091

0,6914

The Cronbach’s Alpha value for the gadget use

variable is 0.6914, which falls within the acceptable

range of reliability. Although slightly below the

commonly recommended threshold of 0.70, the

consistency is still considered adequate for early-

stage research or exploratory studies.

𝛼

7 1

1 

7,3260

36,4197

0,9320

With an alpha value of 0.9320, the instrument

used to measure language acquisition demonstrates

excellent internal reliability. This very high score

confirms that the items reliably capture the construct

of EFL language development in early childhood.

These results indicate that the questionnaires are

reliable and consistent for data collection, as most

coefficients are above the recommended threshold of

0.70.

3.1.3 Normality Testing

The normality test was conducted to determine

whether the data distribution met the assumption of

normality, which is a key requirement for many

parametric statistical analyses. The Shapiro–Wilk test

was used in this study, as it is well-suited for small to

moderate sample sizes and provides a reliable

measure of distribution normality (Shapiro & Wilk,

1965). The criterion for normality is that the p-value

should be greater than the significance level (α =

0.05). The result of the test, conducted using R

software, yielded a p-value of 0.6731, which is well

above the threshold. Therefore, it can be concluded

that the residuals are normally distributed, fulfilling

the assumption necessary for further inferential

analysis.

Figure 5: Normality Results.

3.1.4 Correlation Analysis

To examine the strength of the relationship between

the independent variables (Parental Involvement and

Gadget Use) and the dependent variable (Language

Acquisition), a Pearson correlation analysis was

performed.

Table 1: Correlation results.

Variable Pair Pearson r Interpretation

Parental Involvement

& Language

Acquisition

0.680 Strong positive

correlation

Gadget Use &

Language Acquisition

0.497 Moderate

positive

correlation

ICECE 2025 - The International Conference on Early Childhood Education

Based on the table above, it can be seen that the

correlation coefficient of 0.680 between parental

involvement and language acquisition suggests a

strong and statistically meaningful positive

relationship. This means that greater parental

involvement tends to be associated with higher levels

of early childhood EFL acquisition. The correlation

between gadget use and language acquisition is

moderate (r = 0.497), indicating that gadget use also

plays a supportive role in language learning, though

not as strong as parental involvement.

Moreover, the results of the study show a

statistically significant relationship between parental

support, gadget use, and early childhood EFL

acquisition. Based on the multiple linear regression

analysis, the adjusted R² value was 0.6536,

suggesting that 65.36% of the variance in children’s

English language acquisition can be explained by the

combination of parental support and gadget use. This

represents a strong model fit, implying that both

factors jointly contribute substantially to language

learning outcomes.

The regression equation generated is:

Y = 0.72228 + 0.53111X₁ + 0.28867X₂ + ε,

In this study, X₁ represents parental support and

X₂ represents gadget use. The coefficient for parental

support (B = 0.53111) was higher than that of gadget

use (B = 0.28867), indicating that parental

involvement had a stronger influence on children’s

EFL development compared to digital device usage.

These findings are visually presented in the

following bar chart, showing the magnitude of each

independent variable's contribution:

Figure 6: Regression Coefficient.

These results support the assumption that parental

support remains a dominant factor in facilitating early

EFL learning, while responsible gadget use can serve

as a meaningful supplement when guided effectively.

The significant regression coefficients and strong

correlation values reinforce the importance of

parental involvement as a consistent and powerful

influence on children's language acquisition. At the

same time, the moderate yet positive impact of gadget

use indicates that digital tools, when appropriately

monitored and integrated into children's routines, can

contribute constructively to their language

development. Therefore, these findings highlight the

necessity of a balanced approach, where traditional

parenting roles are complemented by the strategic use

of technology to optimize early English language

learning outcomes.

3.2 Discussion

The findings of this study emphasize the strong

influence of parental involvement in early EFL

learning. The regression results show that parental

involvement (X

) holds a higher coefficient (0.53111)

than gadget use, indicating that parents' active

participation has a more significant impact on

children's language acquisition. This supports

Vygotsky’s Sociocultural Theory, which argues that

social interaction and scaffolding provided by more

knowledgeable others such as parents which are

essential for cognitive and linguistic development.

When parents engage directly with their children

during learning activities, they create a zone of

proximal development that enables more effective

language acquisition.

While gadget use (X

) also demonstrated a

positive contribution to EFL learning (coefficient =

0.28867), its effect was notably smaller. This

suggests that while technology can serve as a

supportive tool, it should not be seen as a replacement

for human interaction. Previous research affirms this

view; for example, Plowman et al. (2012) and

Habibie (2021) highlight that digital tools can

enhance learning only when integrated thoughtfully

and when they complement rather than replace

interpersonal engagement. The key is not the

presence of gadgets, but the quality of interaction

surrounding their use.

This study also underlines the importance of

digital parenting and guided mediation. When parents

co-view, discuss, or guide their children’s screen

experiences, the linguistic benefits are significantly

enhanced. Estrada Chichón (2022) and Najiha et al.

(2023) found that such active mediation leads to

better vocabulary growth and comprehension in early

learners, compared to unmediated or passive screen

use. These findings align with the results of the

current study, emphasizing that digital learning

environments require parental scaffolding to be truly

effective.

Between Parents and Screens: The Impact of Parental Support and Gadget Use on EFL Learning in Early Childhood

Moreover, the results in line with previous studies

showing that interaction matters more than exposure.

According to Hirsh-Pasek et al. (2015), the duration

of screen time alone does not predict language gains.

Instead of that, it is the interactional quality, such as

talking about the content, asking questions, and

relating it to real-life experiences, that facilitates

learning. Therefore, meaningful engagement, rather

than mere access to digital content, is what enhances

early language development.

Finally, the remaining 34.64% of unexplained

variance points to the possibility of other influential

factors not captured in this study. Elements such as

socioeconomic status, the home literacy environment,

parental education, and language exposure at school

may also contribute to children’s EFL proficiency.

This indicates a need for future research to adopt a

more holistic perspective, incorporating both

environmental and individual variables to provide a

fuller understanding of the mechanisms underlying

early language learning.

In light of these findings, several implications for

parents and educators emerge. There is a growing

need to educate parents not only on limiting screen

time but also on how to optimize digital tools for

language enrichment. Schools and early childhood

educators may consider developing programs that

combine interpersonal strategies and digital learning,

while also encouraging more parental involvement in

the language development process. This integrative

approach could help bridge the gap between home

and school, technology and human connection,

ultimately supporting young learners in their journey

toward EFL proficiency.

4 CONCLUSIONS

It can be concluded that parental involvement has a

significantly stronger role than gadget use in

supporting early childhood English language

acquisition. The correlation analysis revealed a strong

positive relationship between parental involvement

and language acquisition (r = 0.6909), while gadget

use also showed a moderate positive correlation (r =

0.5238). These findings suggest that while both

variables are beneficial, consistent and engaged

parental support has a greater impact on children’s

EFL development. Moreover, the effectiveness of

gadget use depends on guided mediation and

meaningful interaction, underscoring the importance

of human engagement in digital learning contexts.

Therefore, digital tools should be used to create a

balance part, not to replace, active parental

involvement in early language learning.

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Between Parents and Screens: The Impact of Parental Support and Gadget Use on EFL Learning in Early Childhood