EFL Homework-Assigning Strategies Supported by the Perceptions of Learners and Teachers

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In order to provide English teachers with strategies for assigning homework, the present study explored the existence of homework-assigning strategies supported by both students and teachers in EFL pedagogy in Japan. In addition, the study explored whether existing strategies, if any, could be grouped into categories. The study was significant because very little, if any, research regarding EFL homework-assigning strategies had been conducted inside Japan, or internationally. Moreover, this empirical study was significant because it employed a triangulation of students' and teachers' perceptions regarding EFL homework-assigning strategies. 112 EFL high school students and 205 high school English teachers participated in the study. They were given a questionnaire that was developed by the author. In order to ascertain whether reasonable support could be established, the data from the questionnaire was carefully analyzed according to two specific methods. One was that more affirmative questionnaire responses from both students and teachers were needed. The other was that the results of the questionnaire needed to show both statistical significance through Fisher's exact test and the small sized, medium sized, or large sized effect. Out of the 74 question items in the questionnaire, 53 items were supported. Finally, homework-assigning strategies were developed in accordance with common features laid out in Dornyei (2001) and grouped under different categories. The expectation is that these strategies will be applied in day-to-day practice in English education in Japan.
社団法人大学英語教育学会の論文
2009-03-20

EFL Homework-Assigning Strategies Supported by the Perceptions of Learners and Teachers

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