review of the importance of family involvement, social support, and language achievement among iranian efl elementary learners

Family involvement in early education is a complicated, multidimensional concept that has been used widely to indicate parent participation in their children’s development and learning. parent involvement relates to a wide range of activities and connections among schools, families, and communities. (sheldon & epstein, 2005). according to barker (2007), social support is generally defined as a range of interpersonal relationships or connections that have an impact on the individual’s functioning, and in general includes support provided by individuals and by social institutions. family involvement and social support for students are very important to ensure success in academic learning and to make greater progress in other areas of language learning. thus, knowing the significance of them is useful for both teachers and students. the current review is hopefully beneficial for student development through educational processes to effect radical enhancements of school outcomes. in brief, knowing the significant role of family involvement and social support (as two independent variables) in elementary efl students’ achievements (as a dependent variable), particularly at the lower levels, can be useful for both teachers and students in an efl context like iran. the main aim of the current study is to skim over the three above mentioned variables which seem to have crucial roles among beginners who are learning english as a foreign language.