No abstract

Involving parents in their children’s school-based English language learning is beneficial to learners’ academic achievement as well as their language and literacy development. However, involving parents can be challenging. This study reports on one teacher’s use of a digital learning platform, Seesaw, with his third-grade (7 to 8 year-olds) English language writing class in Hong Kong to address the lack of parental involvement. The platform became a space for parents to be involved in their child’s school-based writing. It enabled them to view, like and comment in response to their child and other children’s English work. Although parents were seen to be involved on the platform, it was observed they mainly viewed and liked rather than commented. Future pedagogical directions will be discussed with suggestions provided on how parents can be encouraged to take a more active role on such platforms.