Abstract For years, efforts have been made by educationalists and researchers to uncover the types, rates, and potential effects of parental involvement with their children’s school work on their achievements. Though these studies have revealed significant results, there is little, if any, research on the effects of these involvements on children’s learning interest. The varieties and levels of parental involvement have come to be specifically significant in online or virtual learning during COVID-19 outbreak. Hence, the present mixed-method study intended to investigate the effects of parental involvement, monitoring, feedback and interaction with teachers, and interference on their children’s English learning enthusiasm. In so doing, three questionnaires were designed and validated through rigorous methods and distributed among three groups of parents, teachers, and students in Iran. The results revealed higher rates of learning interest among students for variables of parental involvement, monitoring, feedback and interaction. The variable of parental interference, though implying a negative connotation, seems to be positively modifying learner’s learning interests. The present study has implications specially for studies of language teaching, educational policy, children foreign language learning, computer-assisted language learning, and psycholinguistics. Keywords: Parental involvement, Parental Monitoring, Parental Feedback, Learning Interest, online Language learning, online teaching.
