Author(s): Rosário, Pedro ; Nunez, Jose C. ; Vallejo, Guillermo ; Cunha, Jennifer ; Nunes, Tania ; Suarez, Natalia ; Fuentes, Sonia ; Moreira, Tania
Date: 2015
Persistent ID: https://hdl.handle.net/1822/54299
Origin: RepositóriUM - Universidade do Minho
Subject(s): types of homework follow-up; academic performance; English as a Foreign Language (EFL); homework; teachers' practices
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.
