The effects of teachers' homework follow-up practices on students' EFL performance: A randomized-group design

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Abstract

© 2015 Rosário, Núñez, Vallejo, Cunha, Nunes, Suárez, Fuentes and Moreira.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.

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Rosário, P., Núñez, J. C., Vallejo, G., Cunha, J., Nunes, T., Suárez, N., … Moreira, T. (2015). The effects of teachers’ homework follow-up practices on students’ EFL performance: A randomized-group design. Frontiers in Psychology, 6(OCT). https://doi.org/10.3389/fpsyg.2015.01528

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