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.

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.

Objective: This study aimed to investigate the mediating role of learned fatigue in the relationship between Homework overload and academic apathy among high school students. Methods and Materials: A descriptive correlational design was used to examine the proposed model. The sample consisted of 380 high school students from South Africa, selected based on the Krejcie and Morgan table using multistage cluster sampling. Data were collected using three standardized instruments: the Homework Overload Scale (HOS), the Learned Fatigue Questionnaire (LFQ), and the Academic Apathy Scale (AAS). The psychometric properties of all scales were previously confirmed in multiple studies. Pearson correlation coefficients were calculated using SPSS-27 to determine the relationships between variables. Structural Equation Modeling (SEM) was conducted using AMOS-21 to test the mediating role of learned fatigue in the relationship between Homework overload and academic apathy. Findings: Results showed a significant positive correlation between Homework overload and learned fatigue (r =. 58, p <. 001), as well as between learned fatigue and academic apathy (r =. 61, p <. 001). The direct effect of Homework overload on academic apathy was marginally significant (β = 0. 14, p =. 052), whereas the indirect effect through learned fatigue was significant (β = 0. 35, p <. 001), confirming full mediation. The total effect of Homework overload on academic apathy was also significant (β = 0. 49, p <. 001). Model fit indices indicated good fit (χ²/df = 1. 97, GFI = 0. 94, CFI = 0. 96, RMSEA = 0. 049). Conclusion: Learned fatigue serves as a key psychological mechanism linking academic burden to motivational disengagement. Addressing fatigue may be essential in mitigating the effects of excessive Homework on student apathy, thereby promoting sustained academic engagement and well-being.

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.

Background and Objectives:  This study aims to investigate the lived experiences of teachers in designing and evaluating elementary students’ Homework and analyze the phenomenology of their perspectives.  Methodology: To achieve the research objectives, a qualitative approach using a descriptive phenomenological method was employed. An in-depth analysis of the lived experiences of elementary school teachers during the 2024-2025 academic year was conducted. The statistical population of this study consisted of primary school teachers. Participants were selected through a snowball sampling method from elementary school teachers in Tehran. Data were collected using semi-structured interviews, which continued until theoretical saturation was reached. The data analysis was performed using Giorgi’s five-step method. Findings: By analyzing teachers’ lived experiences and coding the data, five main themes were identified: the characteristics of Homework, parental involvement, differences among students and their perceptions of Homework, challenges faced by teachers in designing Homework, and the impact of Homework on students. Sub-themes were also extracted for each main theme. Teachers described effective Homework as having an appropriate volume, diversity, and relevance while also highlighting challenges such as large class sizes and limited time. They observed that students' behavior varied based on family environments and previous learning experiences. According to teachers, Homework fosters students' responsibility, independence, and the habit of studying. Conclusion: The findings of this study indicate that well-designed and well-managed Homework can be a valuable learning tool. However, concerns regarding the volume and quality of Homework persist. It is recommended that new policies be adopted to enhance the quality of students' assignments and that new decisions be made regarding Homework design by teachers. .

This study has investigated the relations between academic achievement and three after-school Homework, extracurricular activities and television viewing. Intelligence, achievement motivation, number of siblings, kind of school (private & public) were control variables and sex of students and their mother"s education were moderator variables. The sample included 121 grade 10 from mathematics-physics section. The subjects completed questions concerning their after-school activities and answered to the Hermans Achievement Motivation Questionniare and the Raven Intelligence Test. The students" final grades on mathematics were considered as dependent variable. Results revealed the significant effects of intelligence as a controling variable and mother"s education as a moderator variable: With controlling intelligence there was no relationship between academic achievement and after-school activities. Without consideration of this variable the amount of finished Homework contributed significantly to the prediction of academic achievement. There was a meaningful curvilinear relationship between out of school extracurricular activities and academic achievement. Generally more amount of finished Homework and out of school extracurricular activities were associated with better grades.