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

Rosário P.; Núñez J.C.; Vallejo G.; Cunha J.; Nunes T.; Suárez N.; Fuentes S.; Moreira T.

dc.contributor.author	Rosário P.
dc.contributor.author	Núñez J.C.
dc.contributor.author	Vallejo G.
dc.contributor.author	Cunha J.
dc.contributor.author	Nunes T.
dc.contributor.author	Suárez N.
dc.contributor.author	Fuentes S.
dc.contributor.author	Moreira T.
dc.date.accessioned	2020-09-02T22:27:30Z
dc.date.available	2020-09-02T22:27:30Z
dc.date.issued	2015
dc.identifier	10.3389/fpsyg.2015.01528
dc.identifier.citation	6, OCT, -
dc.identifier.issn	16641078
dc.identifier.uri	https://hdl.handle.net/20.500.12728/6094
dc.description	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. © 2015 Rosário, Núñez, Vallejo, Cunha, Nunes, Suárez, Fuentes and Moreira.
dc.language.iso	en
dc.publisher	Frontiers Research Foundation
dc.subject	Academic performance
dc.subject	English as a Foreign Language (EFL)
dc.subject	Homework
dc.subject	Teachers' practices
dc.subject	Types of homework follow-up
dc.title	The effects of teachers' homework follow-up practices on students' EFL performance: A randomized-group design
dc.type	Article

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

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