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

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 L...

Descripción completa

Detalles Bibliográficos
Autores principales: Rosário, Pedro, Núñez, José C., Vallejo, Guillermo, Cunha, Jennifer, Nunes, Tânia, Suárez, Natalia, Fuentes, Sonia, Moreira, Tânia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2015
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4603246/
https://www.ncbi.nlm.nih.gov/pubmed/26528204
http://dx.doi.org/10.3389/fpsyg.2015.01528
_version_ 1782394882437939200
author Rosário, Pedro
Núñez, José C.
Vallejo, Guillermo
Cunha, Jennifer
Nunes, Tânia
Suárez, Natalia
Fuentes, Sonia
Moreira, Tânia
author_facet Rosário, Pedro
Núñez, José C.
Vallejo, Guillermo
Cunha, Jennifer
Nunes, Tânia
Suárez, Natalia
Fuentes, Sonia
Moreira, Tânia
author_sort Rosário, Pedro
collection PubMed
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.
format Online
Article
Text
id pubmed-4603246
institution National Center for Biotechnology Information
language English
publishDate 2015
publisher Frontiers Media S.A.
record_format MEDLINE/PubMed
spelling pubmed-46032462015-11-02 The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design Rosário, Pedro Núñez, José C. Vallejo, Guillermo Cunha, Jennifer Nunes, Tânia Suárez, Natalia Fuentes, Sonia Moreira, Tânia Front Psychol Psychology 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. Frontiers Media S.A. 2015-10-13 /pmc/articles/PMC4603246/ /pubmed/26528204 http://dx.doi.org/10.3389/fpsyg.2015.01528 Text en Copyright © 2015 Rosário, Núñez, Vallejo, Cunha, Nunes, Suárez, Fuentes and Moreira. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Rosário, Pedro
Núñez, José C.
Vallejo, Guillermo
Cunha, Jennifer
Nunes, Tânia
Suárez, Natalia
Fuentes, Sonia
Moreira, Tânia
The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design
title The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design
title_full The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design
title_fullStr The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design
title_full_unstemmed The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design
title_short The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design
title_sort effects of teachers' homework follow-up practices on students' efl performance: a randomized-group design
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4603246/
https://www.ncbi.nlm.nih.gov/pubmed/26528204
http://dx.doi.org/10.3389/fpsyg.2015.01528
work_keys_str_mv AT rosariopedro theeffectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT nunezjosec theeffectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT vallejoguillermo theeffectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT cunhajennifer theeffectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT nunestania theeffectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT suareznatalia theeffectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT fuentessonia theeffectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT moreiratania theeffectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT rosariopedro effectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT nunezjosec effectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT vallejoguillermo effectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT cunhajennifer effectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT nunestania effectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT suareznatalia effectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT fuentessonia effectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign
AT moreiratania effectsofteachershomeworkfollowuppracticesonstudentseflperformancearandomizedgroupdesign

Ejemplares similares