“How much progress is my child making in English?”
It’s a question I used to hear all the time.
And let’s be very clear, it is a fair question to ask.
Parents want to know, and have the right to know, whether the money, time, and effort they’re investing in their child’s (often expensive) English classes are paying off.
But here’s the truth that most teachers quietly keep to themselves:
I can only give a positive answer if a few important things are in place.
Let’s look at what really makes the difference between steady progress and no visible improvement at all.
The Expectation Gap
Many parents expect rapid results, often unrealistically so.
They imagine their child’s English improving dramatically from a single one-hour class each week.
But, as any English teacher will know, language doesn’t work like that.
It’s not something that can be installed like a software update.
Some parents believe that simply being in the classroom with a teacher is enough. As if learning will happen miraculously by osmosis.
Unfortunately, it doesn’t.
Language learning requires, as we all know, repetition, engagement, and exposure beyond that short classroom time.
Let’s be very clear on this: one hour of English a week is nowhere near enough.
In truth, it’s little more than a warm-up.
Real progress needs consistent, frequent contact with the language. Not a single, isolated one-hour lesson.
Learning a language is like learning an instrument.
You can’t learn to play the piano by taking a thirty-minute lesson once a week and never touching the keys in between.
Or think of it like going to the gym.
If I train every day, working on different parts of my body, I’ll see results.
But if I only go for one hour every Sunday, what progress would I see?
Honestly, none at all.
Yet this is exactly how many children are learning English.
I once met a father who demanded a full, detailed analysis of his five-year-old daughter’s progress. She had a thirty-minute class once a week.
When I asked whether he reviewed the lessons with her at home, he frowned and said:
“Of course not. I’m not a teacher — you’re the teacher!”
His wife, meanwhile, was busy scrolling through her phone…
I’ve met many parents like him — well-intentioned, but simply misunderstanding how progress actually happens.
And often, it’s not really their fault.
Many parents are misled by some training centres or language schools that are more interested in sales than results.
They’ll happily agree to a once-a-week class rather than saying, “Your child really needs at least two hours a week — one on Tuesday, one on Friday.”
Because if they tell the truth, the customer might walk away.
And that’s the problem: they see parents as customers, not as partners in their child’s learning.
What Really Drives Progress
So, what needs to happen before a teacher can honestly say a student is improving?
It comes down to three key things:
1. Frequency of Classes
A single one-hour class per week is rarely enough. It’s simply too little exposure to the language.
For real progress, students need regular contact — ideally three or more sessions a week.
Even if that’s not possible, daily listening, reading, or speaking practice at home can make a huge difference.
2. Self-Study and Homework
The students who make real progress are the ones who do something between lessons.
That could mean reviewing new vocabulary, reading short stories, watching English videos, or practising with apps.
(Although apps should really only be used in addition to other learning practices, in my opinion…)
Homework isn’t busywork — it’s the bridge between understanding and remembering. Without it, everything learned in class quickly fades.
It’s like my gym analogy again.
I might hire a personal trainer twice a week, but the rest of the time I’m following their advice, doing the stretches, watching my diet, keeping active.
If I ignore all that and only turn up twice a week, guess what?
I’m not getting a body like Arnold Schwarzenegger.
3. Parental Involvement (Especially Under Age 12)
If the student is young, parental involvement is essential.
Children under 12 simply don’t have the discipline or awareness to manage their own learning.
(And honestly, some teenagers struggle with that too.)
When parents show genuine interest — asking what their child learned, listening to them speak, or just showing encouragement — the child feels supported and motivated.
But when parents ignore English completely, the child quickly learns to do the same.
Because then English just becomes work.
When parents take part, they’re setting an example — showing that learning matters. That enthusiasm rubs off.
What Parents Can Do
The good news is that progress is absolutely possible — and parents can play a powerful role.
Here’s how:
- Ask your child about their lessons. Just five minutes of conversation helps them remember and feel proud of what they’ve learned.
- Create simple routines. Ten minutes of English reading or listening every day is essential — not optional. I’ve met parents who did the reading homework with their kids, and the results spoke for themselves. Then there were those who did nothing… and, unsurprisingly, their kids could barely read a word.
- Encourage practice, not perfection. Mistakes mean progress — they show your child is trying.
- Celebrate effort. Praise consistency, not just test scores.
- Work with the teacher. Ask what you can do to help at home, not just for a progress report.
This last point is crucial.
My own parents spent time reading with me and encouraging me to read. That simple act became a lifelong habit — and one of the greatest gifts they ever gave me.
Parents who model learning create learners.
Practice what you preach, Mum and Dad!
These small actions add up to major results…
What Teachers Wish Parents Knew
ESL teachers genuinely want your child to succeed.
We spend hours preparing lessons, creating materials, and finding ways to engage and motivate.
But we can’t perform miracles in one hour a week.
Learning English is a shared effort.
When teachers, students, and parents all do their part, progress can be dramatic.
When one link in that chain is missing — especially the home support — progress slows, no matter how skilled the teacher is.
Conclusion
If your child isn’t improving as quickly as you hoped, don’t be discouraged.
And please don’t blame yourself or the teacher!
Ask these three simple questions instead:
- How much English exposure does my child get each week?
- Are they reviewing and practising outside class?
- Am I showing interest in what they’re learning?
If you can say “yes” to all three, you’ll soon see progress — and your child will start to enjoy English, too.
Because learning a language isn’t magic.
It’s consistency, curiosity, and teamwork.
Over to You
Are you a teacher or parent who’s experienced this?
I’d love to hear your thoughts in the comments below.
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