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

Detalhes bibliográficos
Autor(a) principal: Rosário, Pedro
Data de Publicação: 2015
Outros Autores: Nunez, Jose C., Vallejo, Guillermo, Cunha, Jennifer, Nunes, Tania, Suarez, Natalia, Fuentes, Sonia, Moreira, Tania
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/1822/54299
Resumo: 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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spelling The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group designtypes of homework follow-upacademic performanceEnglish as a Foreign Language (EFL)homeworkteachers' practicesSocial SciencesThis 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.This research was supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Education and Science through national funds and when applicable co-financed by FEDER under the PT2020 Partnership Agreement (UID/PSI/01662/2013), by the Spanish Ministry of Education and Science (Proyects: EDU2014-57571-P and PSI-2011-23395) and by Council of Economy and Employment of the Government of the Principality of Asturias, Spain (Proyect: FC-15-GRUPIN14-053).info:eu-repo/semantics/publishedVersionFrontiers MediaUniversidade do MinhoRosário, PedroNunez, Jose C.Vallejo, GuillermoCunha, JenniferNunes, TaniaSuarez, NataliaFuentes, SoniaMoreira, Tania20152015-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/54299eng1664-107810.3389/fpsyg.2015.01528info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:42:24Zoai:repositorium.sdum.uminho.pt:1822/54299Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:39:38.355781Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv 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
spellingShingle The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design
Rosário, Pedro
types of homework follow-up
academic performance
English as a Foreign Language (EFL)
homework
teachers' practices
Social Sciences
title_short 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_sort The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design
author Rosário, Pedro
author_facet Rosário, Pedro
Nunez, Jose C.
Vallejo, Guillermo
Cunha, Jennifer
Nunes, Tania
Suarez, Natalia
Fuentes, Sonia
Moreira, Tania
author_role author
author2 Nunez, Jose C.
Vallejo, Guillermo
Cunha, Jennifer
Nunes, Tania
Suarez, Natalia
Fuentes, Sonia
Moreira, Tania
author2_role author
author
author
author
author
author
author
dc.contributor.none.fl_str_mv Universidade do Minho
dc.contributor.author.fl_str_mv Rosário, Pedro
Nunez, Jose C.
Vallejo, Guillermo
Cunha, Jennifer
Nunes, Tania
Suarez, Natalia
Fuentes, Sonia
Moreira, Tania
dc.subject.por.fl_str_mv types of homework follow-up
academic performance
English as a Foreign Language (EFL)
homework
teachers' practices
Social Sciences
topic types of homework follow-up
academic performance
English as a Foreign Language (EFL)
homework
teachers' practices
Social Sciences
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.
publishDate 2015
dc.date.none.fl_str_mv 2015
2015-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/1822/54299
url http://hdl.handle.net/1822/54299
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 1664-1078
10.3389/fpsyg.2015.01528
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
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