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This paper describes an exploratory study in which 42 children took part and where data was collected on the mothers' and fathers' help and knowledge of English as a foreign language. This data was then analysed together with the children's marks on an English test which was given four times throughout the school year. The design of the study was therefore one of Repeated Measures and the statistical analysis was of MANOVA (Simple Multiple Analysis of variance) and a Repeated Measures MANOVA. The results are discussed. Additionally therefore, we look at the possibility that teachers' judgments of their pupils may not be quite accurate because of help from the mothers and fathers. This may not only have consequences for the good students but mostly for the ones apparently not doing as well as the former. Although they have no parental help, in fact they are progressing on their own independent aptitude and have more merit. We therefore suggest that teachers collect as much data as possible about

La percepción del factor de los padres en el aprendizaje del inglés en la escuela primaria: un estudio empírico