What Really Helps Children Learn English? Insights from a Survey of 347 English Teachers

Speaking English is not just about knowing the words and the grammar. It is also about feeling confident enough to say those words out loud, use the language to communicate and take part in a real conversation. A child may understand what they hear and may even know exactly what they want to say, but saying those words out loud can feel difficult. 

A good teacher helps a child overcome shyness and build confidence over time. But how? We asked teachers a simple question: “What’s your n.1 technique for reducing a student’s shyness or anxiety when speaking?” 

The most common theme was building rapport, trust and comfort, mentioned in 32.7% of responses. Teachers described creating a positive relationship with the child, making them feel at ease and showing genuine interest in who they are. Games, play and humour appeared in 25.8% of responses, while using children’s interests, familiar topics or toys was mentioned in 25.5%. Praise and encouragement appeared in 23.6% of responses, and giving children enough time to respond and reducing pressure in 20.6%. 

If feeling confident is key to building the ability to speak, how can parents help build that confidence? Parents naturally want to help their children learn English at home, and their support can make a real difference. But are they always helping in the way that works best for the child?

We asked Novakid teachers to share what they see from parents and, more specifically: “What’s the most common mistake parents make when helping their child with English at home?” The picture that emerges is of parents correcting every little mistake and sometimes wanting to help so much that they take over.

“Sometimes parents took over the class instead of just providing guidance to the student.” 

“Parents usually want to help, but answering for the child too quickly can reduce opportunities for the student to think, recall vocabulary, make mistakes, and build confidence independently.” 

“The most common mistake I see from parents is over-correcting every minor grammar mistake or mispronunciation in real-time, which can make children self-conscious and hesitant to speak”.

Teachers frequently mentioned parents answering for the child, finishing a sentence or giving them the word they are looking for when they take too long. It usually comes from a good intention: nobody wants to see their child struggle. But that moment of struggle can actually be useful. It gives children time to think, search for a word and discover that they can communicate on their own.

Another recurring theme was over-correction. Pronunciation, grammar and vocabulary can all become a focus of attention but correcting every mistake can quickly change the atmosphere. Instead of thinking about what they want to say, children may start thinking about whether they are saying it correctly.

Teachers also mentioned pressure, discouragement and an excessive focus on getting things right. When English starts to feel like another school task, children may become less willing to experiment with the language — and especially less willing to speak.

The takeaway from teachers is that there is a difference between helping a child improve and taking control of the conversation. Children need time to think, opportunities to find their own words and the freedom to make mistakes while they are learning.

Parents can play an important role in helping their children learn English by creating opportunities to use the language at home in a way that feels natural, rather than like extra study. There are many ways to bring English into a child’s everyday life: cartoons, songs, short conversations, reading books and games. But which activities make the biggest difference?

We asked teachers “Which home-support activities actually move the needle for your students?” Talking in English daily was the most frequently selected activity, mentioned by 86.4% of teachers, followed by watching videos and cartoons to get exposure to sounds, words and expressions. Also reading and songs give children another way to hear and repeat language.

Before children can start using English in conversation, they need words to work with. Words are the building blocks of language: the more words children understand and remember, the more easily they can find the words they need to speak.

With so many activities to choose from, parents who want to help their children learn English may be tempted to add a lot of extra practice at home, on top of regular English classes. So how much extra practice is ideal? 

We asked teachers how much extra time of English practice per week they think children need to see a noticeable improvement. The most common answer was 15–30 minutes per week, selected by 38.6% of teachers, followed by 30–60 minutes, selected by 32.8%.

The message is encouraging for parents: helping your child learn English does not have to take a lot of time. What matters is making those extra minutes count. A few minutes of English in a way that feels natural and fun to the child can create valuable opportunities to

Should AI have a part in a child’s learning journey? And does practising with an AI tutor actually help children feel more confident speaking?

Parents often want to know how long it will take before their child starts speaking English confidently. They may look for a clear timeline or hope to see noticeable progress quickly. But there is no single answer: every child learns at their own pace, and age can also make a difference. So we asked teachers: At what age do you tend to see children pick up conversational English fastest?

The answers point to a pattern. 30.4% of teachers said they see this most clearly around ages 8–9, while 18.6% pointed to ages 6–7. Overall, 49% of teachers selected an age between 6 and 9.

This does not mean that children should start learning English at 6, 7, 8 or 9. The question asked teachers when they tend to see children pick up conversational English fastest.

Across the survey, teachers point to a simple principle: children make progress when English becomes something they use, not something they are constantly tested on. Confidence comes before perfection, and children benefit from having time and space to think, speak and make mistakes. Conversation, games, stories, songs and other activities can all play a role, while regular exposure gives children more opportunities to meet and practise the language.

The message for parents is simple: you do not have to become your child’s English teacher. Your role is not to correct every mistake or turn every activity into a lesson. It is to create opportunities for your child to encounter and use English naturally, in ways that feel enjoyable and part of everyday life.

Early exposure can help build the foundations, while real communication gives children the opportunity to turn those foundations into language they can actually use. And sometimes, the most helpful thing a parent can do is simply give a child the time and confidence to find their own words.

This is also the principle behind Novakid English School, where children learn English through age-appropriate online activities and real communication with a teacher.