Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/54299
Título: | The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design |
Autor(es): | Rosário, Pedro Nunez, Jose C. Vallejo, Guillermo Cunha, Jennifer Nunes, Tania Suarez, Natalia Fuentes, Sonia Moreira, Tania |
Palavras-chave: | types of homework follow-up academic performance English as a Foreign Language (EFL) homework teachers' practices |
Data: | 2015 |
Editora: | Frontiers Media |
Revista: | Frontiers in Psychology |
Resumo(s): | 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. |
Tipo: | Artigo |
URI: | https://hdl.handle.net/1822/54299 |
DOI: | 10.3389/fpsyg.2015.01528 |
ISSN: | 1664-1078 |
Arbitragem científica: | yes |
Acesso: | Acesso aberto |
Aparece nas coleções: | CIPsi - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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the_effects_of_teachers_homework_follow_up_practices_on_students.pdf | 46,81 kB | Adobe PDF | Ver/Abrir |