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- Title
The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design.
- Authors
Rosário, Pedro; Núñez, José C.; Vallejo, Guillermo; Cunha, Jennifer; Nunes, Tânia; Suárez, Natalia; Fuentes, Sonia; Moreira, Tânia
- Abstract
This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. At the end of the 6 weeks students completed an EFL exam as an outcome measure. The results showed that three types of homework follow-up practices (i.e., checking homework orally; checking homework on the board; and collecting and grading homework) had a positive impact on students' performance, thus highlighting the role of EFL teachers in the homework process. The effect of EFL teachers' homework follow-up practices on students' performance was affected by students' prior knowledge, but not by the number of homework follow-up sessions.
- Subjects
HOMEWORK; ENGLISH language; NONGRADED student evaluation; ENGLISH teachers; OUTCOME assessment (Education); PSYCHOLOGY
- Publication
Frontiers in Psychology, 2015, Vol 6, p1
- ISSN
1664-1078
- Publication type
Article
- DOI
10.3389/fpsyg.2015.01528