English Homework, Achievement, and Motivation

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

Borzabadi Farahani Davood; Rajaei Azadeh

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: CRITICAL LANGUAGE & LITERARY STUDIES Year:2021 | Volume:17 | Issue:25 Page(s): 211-237

Download Full-Text

Persian Verion

View:

373

Download:

Cites:

Information Journal Paper

Title

English Homework, Achievement, and Motivation

Author(s)

Borzabadi Farahani Davood | Rajaei Azadeh | Issue Writer Certificate

Keywords

practice homeworkQ1

preparation homeworkQ1

extensive homeworkQ1

achievementQ2

MotivationQ2

Abstract

English Homework, achievement, and Motivation IntroductionIn many countries of the world, homework accounts for a considerable proportion of study time (Cooper, 1989; Cooper, Lindsay, Nye, & Greathouse, 1998; Xu, 2005). At the same time, the effectiveness of homework has been discussed a lot, and studies investigating the relationship between homework and achievement have produced mixed results. Most previous research on homework has focused on homework time and analyzed the relationship between homework and achievement (Cooper, Robinson, & Patall, 2006). However, according to Corno (1996), homework is a complex process affected by a variety of factors. Previous research fails to reflect the complexity of the variables involved in homework assignment and homework completion, and the methodological pitfalls of many studies make it difficult to draw firm conclusions about the strength of the homework achievement relationship (Trautwein, 2007). Background StudiesThe few empirical studies to date that have included homework variables indicate beneficial effects of homework. For instance, in their comprehensive study Trautwein, Niggli, Schnyder, and Lu¨ dtke (2009) asked teachers about their homework attitudes and behaviors. Overall, they found a relatively low emphasis on drill and practice tasks and a high emphasis on Motivation. Cooper (1989) distinguished between homework containing same-day tasks and homework including elements of practice and preparation and found that cognitively more demanding homework assignments were much more favorable and beneficial. In another study, using structural equation modeling, Keith and Cool (1992) found that giving a combination of practice and project homework was positively associated with a higher Motivation, which in turn was positively related to achievement. Method The present study examines the effect of different types of homework on learners' language achievement and Motivation. Six types of homework have been introduced naming practice, preparation, extensive, guided discovery, real world, and project homework. In this study 3 groups of intermediate level students were chosen from ILI in Babolsar each group containing 17 adult female learners. The first group had only practice homework (the ILI workbook), the second group received preparation homework and the third group had to do extensive homework. The treatment took a whole term (20 sessions) and the ILI final exam scores in addition to an oral exam were used to measure the students' achievement. A questionnaire was also employed which consisted of close and open ended questions. Furthermore, 12 learners (4 learners of each group) participated in a semi-structured interview in Farsi at the end of the term. Conclusion / Discussion The results of the final and oral exam were analyzed using SPSS and the qualitative data of the questionnaire and the interview have been examined with N-VIVO (8). The 2nd and 3rd groups outperformed in both final and oral exams. The group with extensive homework outperformed the other two in oral exam. And the group with extensive homework had the highest level of Motivation while preparation homework group was next.

Cites

No record.

References

No record.

Cite

APA: Copy

Borzabadi Farahani, Davood, & Rajaei, Azadeh. (2021). English Homework, Achievement, and Motivation. CRITICAL LANGUAGE & LITERARY STUDIES, 17(25 ), 211-237. SID. https://sid.ir/paper/365488/en

Vancouver: Copy

Borzabadi Farahani Davood, Rajaei Azadeh. English Homework, Achievement, and Motivation. CRITICAL LANGUAGE & LITERARY STUDIES[Internet]. 2021;17(25 ):211-237. Available from: https://sid.ir/paper/365488/en

IEEE: Copy

Davood Borzabadi Farahani, and Azadeh Rajaei, “English Homework, Achievement, and Motivation,” CRITICAL LANGUAGE & LITERARY STUDIES, vol. 17, no. 25 , pp. 211–237, 2021, [Online]. Available: https://sid.ir/paper/365488/en

Related Journal Papers