Review and Prospect of English Family Education Research in China over the Past 20 Years: An Analysis Based on CNKI Academic Journal Literature

Mengyue Zhu; Yuqin Wang

doi:10.6918/IJOSSER.202508_8(8).0020

Authors

Mengyue Zhu
Yuqin Wang

DOI:

https://doi.org/10.6918/IJOSSER.202508_8(8).0020

Keywords:

English family education, CNKI literature analysis, research status, development trends, influencing factors.

Abstract

This study systematically reviews and analyzes research on English family education in China based on academic literature from CNKI (2002-2024). It defines English family education as a long-term, systematic activity centered on parent-child interaction, distinct from short-term tutoring, and explains its mechanism using ecological systems theory and sociocultural theory. Statistical analysis of 35 relevant documents reveals fluctuating growth in research quantity, peaking in 2019 due to policy impetus and market demand. Highly cited studies focus on rural left-behind students and young children, confirming the critical impact of family environment on English learning. However, the current research in China’s English family education field has obvious limitations, including insufficient research participation, limited academic background of research teams, and scarce, concentrated funding support. Future efforts should emphasize interdisciplinary research, increase funding, and enhance research quality and influence to advance the theory and practice of English family education.

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