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.

This study explores the Motivational components within teacher rating systems and their impact on professional growth Motivation. Employing a systematic review approach, it investigates texts pertaining to teacher rating systems, Motivation, and professional development literature. By examining various texts and research findings on teacher Motivation, factors influencing teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's Motivational theory, this study provides recommendations to bolster teacher Motivation and job satisfaction through improvements in the rating system.

The aim of this study was to investigate the role of parents' Motivation in students' autonomous Motivation for doing Homework and testing a model on basis of self – determination theory. This study was a correlational study. The statistical population included 7260 students (3510 girls and 3750 boys) from the fourth grade elementary school students of Yazd public schools in the academic year 2016-2017. Participants were 230 students who were chosen through the clustering multistage sampling method. Participants completed Students' Motivation for Homework (SMH), Parents' Motivation for help in Homework (PMHH), Parents' attitudes towards Homework (PAH), Parents' perceived competence (PPC) and Parents' need supportive behavior (PNSB) The results showed that the parents’ Motivations in helping the children to do their Homework, the parents’ viewpoints in doing the children’ s Homework and finally the perceived competence by the parents, can directly influence on the report of parents’ supporting of the independence. The children’ s beliefs regarding parents’ independency supporting plays a mediation role between parents’ autonomous Motivation, their attitude and perceived competence with students' autonomous Motivation.

The aim of the present study was to investigate the effectiveness of training the quality of parental involvement in doing Homework on achievement Motivation and school anxiety among Khatam (Yazd) first grade students. The research design was quasi-experimental (pre-test and post-test with control group). The population consisted of all first grade female students and their mothers in Khatam in 2016-2017 academic year. 60 mothers were selected by convenience sampling, and among them, 30 participants were randomly assigned to the experimental group and 30 participants to the control group. The instruments were School Anxiety questionnaire and academic Motivation questionnaire. After responding the pre-test, the experimental group participated in eight 50-minute sessions of parental participation training program based on Deci and Ryan model. The results showed that parental participation training in doing Homework assignments was effective on increasing academic achievement Motivation and reducing school anxiety of students. Therefore, enhancing the quality of parental involvement can affect some of the Motivational and emotional academic variables.

The aim of this study was to compare the effect Homework-Based and Game-Based Practice on students' learning and academic Motivation in mathematics. The research was quasi-experimental with pre-test-post-test and cross-sectional design. The statistical population in the study includes all female high school students in Qasr Ghand city, of which 46 students were selected randomly and were divided into two control and experimental groups. Students in the two groups were subjected to a math learning test and a learning Motivation questionnaire (Tavan et al., 2005) in pre-test and post-test phase. According to the results obtained from the analysis of students' scores, it can be seen that there is a significant difference between the average scores of learning the math lesson of the experimental and control group in relation to game-based practice and home-based practice, There is a significant difference between the mean scores of academic Motivation in the math lesson of the experimental and control group in relation to game-based practice, and finally, There is a significant difference between learning math in the two groups that have different exercises (game-based practice and Homework-based practice). Based on the findings of the present study, it can be concluded that game-based practice has better results than Homework-based practice and improves students' learning with better quality.

While often dismissed as mere entertainment, video games have not only surged in global popularity but also present untapped educational potential, especially in the realm of language learning. This paper explores their integration into Homework assignments within private language classes, through a detailed case study involving four participants. The findings reveal that video games significantly enhance vocabulary acquisition and speaking skills, simultaneously motivating students towards Homework completion. However, it also uncovers challenges such as the risk of potential overuse, the need for adaptability across various proficiency levels, and the diversity in learner engagement. The research stresses the importance of meticulously selecting video games that align with learners' ages, proficiency levels, and interests. Furthermore, it advocates for a balanced educational approach that combines traditional methods with game-based assignments to maximize learning outcomes. This study highlights the nuanced potential of video games in language education, suggesting that strategic utilization can effectively leverage their benefits, thus offering a fresh perspective on their role in educational settings.

Homework is widespread in primary schools of Iran and the present research dealt with the effect of Homework on Primary school students' attitude and also alternative methods for reduce probable problem in this matter. The quasi-experimental method of research with developed design of "non-equivalent pretest-post-test control group design" was used. Three groups of subjects were compared: 1) Voluntarily doing Homework; 2) Compulsory doing Homework; and 3) Actively exercising in classroom without Homework. The data collecting tools was an attitude questionnaire, which is made by researcher for assess the elementary students' attitude toward academic study. The second grade primary school students in Zahedan were statistic population and a sample of 138 subjects participated in the study. The statistic methods to analysis of data were ANOVA, ANCOVA and MATRIX, and Tukey tests. The result showed: The mean score of attitude of the "without Homework" group wasn't significantly different from the" voluntarily Homework" group. But, the mean score of attitude of the both "without Homework" and "voluntarily Homework" groups were significantly higher than the "compulsory Homework" group. The gender made no significant difference among the attitude of students.