Several studies have showed the positive impact of this instructional tool to enhance students' school performance and develop study skills, self-regulation, school engagement, discipline, and responsibility (e.g., Cooper et al., 2006 Rosário et al., 2009, 2011 Buijs and Admiraal, 2013 Hagger et al., 2015).
Homework is defined as a set of school tasks assigned by teachers to be completed by students out of school ( Cooper, 2001). 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. 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. At the end of the 6 weeks students completed an EFL exam as an outcome measure. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. 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. 4Facultad de Educación, Universidad Autónoma de Chile, Santiago de Chile, Chile.3Vicerrectoría Académica, Universidad Central de Chile, Santiago de Chile, Chile.2Departamento de Psicologia, Universidad de Oviedo, Oviedo, Spain.1Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho, Braga, Portugal.Núñez 2, Guillermo Vallejo 2, Jennifer Cunha 1, Tânia Nunes 1, Natalia Suárez 2, Sonia Fuentes 3,4 and Tânia Moreira 1
0 kommentar(er)
