AUTHOR=Rosário Pedro , Núñez José C. , Vallejo Guillermo , Cunha Jennifer , Nunes Tânia , Suárez Natalia , Fuentes Sonia , Moreira Tânia TITLE=The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design JOURNAL=Frontiers in Psychology VOLUME=6 YEAR=2015 URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2015.01528 DOI=10.3389/fpsyg.2015.01528 ISSN=1664-1078 ABSTRACT=

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.