Recognizing the pivotal role of parental involvement in improving learners' academic outcomes, particularly in rural contexts, the study synthesizes existing literature published between 2017 and 2024. The analysis focuses on identifying strategies that can bridge the gap between home and school environments. Drawing on Bronfenbrenner's Ecological Systems Theory as a theoretical framework, the review explores strategies to enhance parental involvement in English first additional language (English FAL) learning activities in rural schools. A systematic literature review approach was used to generate data from 10 articles in line with the PRISMA framework. This approach relied on reviewing existing literature, including qualitative, quantitative, and theoretical studies, to synthesize findings on parental involvement in English FAL learning. The key findings indicate that successful strategies to improve parental involvement in English FAL learning activities include building strong school-community relationships, improving communication between parents and teachers, and offering literacy support for parents. The study concludes that parents play a critical role in English FAL learning activities in rural schools. Therefore, it is important to find new ways of establishing sustainable school-community partnerships as well as collaboration between schools and parents.

Keywords: English First Additional Language (EFAL), learning activities, parental involvement, rural schools, strategies, systematic review.