Assigning effective homework
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Authors
Pereda, Luisa Alejandra Romero
Issue Date
2021
Educational Level
ISCED Level 6 Bachelor's or equivalent
Geographical Setting
Mexico
Abstract
Context: This study was conducted at Escuela Normal de Cuautitlan Izcalli, a teacher training school in the State of Mexico. The participants were 29 female students aged 19-21 at CEFR A1 level, studying English as part of a bachelor's degree in preschool education. They attended three weekly sessions of 1.5 hours each. Students were not completing homework consistently, which affected their progress, particularly after extended teaching practice periods.
Aims: The research aimed to explore how to make homework an effective and motivating learning tool. Specific objectives included understanding students' perceptions of homework, identifying tasks they preferred, and improving its effectiveness to encourage consistent completion.
Methods: The teacher used a student questionnaire, a teacher reflection journal, and a focus group to collect data. The questionnaire gauged students' opinions on the usefulness of homework, the types of activities they preferred, and their perceived benefits. A journal allowed the teacher to reflect on how she assigned homework, communicated its objectives, and managed student responses. The focus group provided deeper insights into students' preferences and challenges.
Findings: The initial findings revealed that homework tasks often lacked clear objectives, leading students to view them as purposeless. Many struggled with unclear instructions or found the tasks too difficult or time-consuming. Students preferred dynamic, creative tasks such as grammar games, listening exercises, and activities using videos and songs. They also expressed a desire for homework that aligned with their personal interests and practical skills like listening and speaking. In response, the teacher introduced a homework calendar, clearer instructions with explicit objectives, and tasks involving songs, videos, grammar exercises, and online activities. Students reported feeling more motivated, confident, and engaged. Notably, they found listening and speaking activities particularly beneficial for improving pronunciation and comprehension.
Implications: The study highlights the importance of planning purposeful, well-structured homework tasks that align with student interests and learning objectives. Teachers might consider using dynamic and creative tasks, clear instructions, and visual tools like homework calendars to motivate students and support consistent practice. Integrating authentic materials, such as songs and videos, can further engage learners and improve language skills.
Aims: The research aimed to explore how to make homework an effective and motivating learning tool. Specific objectives included understanding students' perceptions of homework, identifying tasks they preferred, and improving its effectiveness to encourage consistent completion.
Methods: The teacher used a student questionnaire, a teacher reflection journal, and a focus group to collect data. The questionnaire gauged students' opinions on the usefulness of homework, the types of activities they preferred, and their perceived benefits. A journal allowed the teacher to reflect on how she assigned homework, communicated its objectives, and managed student responses. The focus group provided deeper insights into students' preferences and challenges.
Findings: The initial findings revealed that homework tasks often lacked clear objectives, leading students to view them as purposeless. Many struggled with unclear instructions or found the tasks too difficult or time-consuming. Students preferred dynamic, creative tasks such as grammar games, listening exercises, and activities using videos and songs. They also expressed a desire for homework that aligned with their personal interests and practical skills like listening and speaking. In response, the teacher introduced a homework calendar, clearer instructions with explicit objectives, and tasks involving songs, videos, grammar exercises, and online activities. Students reported feeling more motivated, confident, and engaged. Notably, they found listening and speaking activities particularly beneficial for improving pronunciation and comprehension.
Implications: The study highlights the importance of planning purposeful, well-structured homework tasks that align with student interests and learning objectives. Teachers might consider using dynamic and creative tasks, clear instructions, and visual tools like homework calendars to motivate students and support consistent practice. Integrating authentic materials, such as songs and videos, can further engage learners and improve language skills.
Description
Keywords (free text)
english as a foreign language , homework effectiveness , student motivation , listening skills , dynamic activities , authentic materials , exploratory action research