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 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.
['Rosário|Pedro|P|', 'Núñez|José C|JC|', 'Vallejo|Guillermo|G|', 'Cunha|Jennifer|J|', 'Nunes|Tânia|T|', 'Suárez|Natalia|N|', 'Fuentes|Sonia|S|', 'Moreira|Tânia|T|']
homework types of homework follow-up English as a Foreign Language (EFL) academic performance teachers' practices