Research on Homework in ELT: A Systematic Review

Abstract

Recent expenditures in educational technology have changed instructors’ methods. In this environment, instructors may assign and oversee assignments online. Web-based instructional technology has grown rapidly. Parallel to these improvements, academics and educators have become increasingly interested in homework systems to assess language abilities. This research review addresses English language homework studies from five perspectives: general sources of publications; English language homework; conceptual methods; research concerns and findings; and subsequent effects. The systematic study includes 37 SSCI-ASCI journal papers on English language skill-based homework and homework conceptual categories. The data show that there is no consensus on which homework method improves academic performance. However, most believe that online homework boosts student performance and engagement more than conventional homework. Language homework also improved reading, listening, and understanding. The results provide educational and research directions. Educational technology advancements have led to online assignment management and increased interest in language assessment. A research review of 37 SSCI-ASCI journal papers found no consensus on which method improves academic performance. Online homework is believed to boost student performance and engagement more than conventional methods, improving reading, listening, and understanding.