role of homework in teaching english

the role of english homework in the teaching-learning

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Managing resources

Homework is fundamental for learners to make effective progress. Learning a language takes time and time is something we don’t always have in the classroom.

Below we look at some of the benefits of giving your children homework and we try to answer some homework related questions. In general primary children enjoy doing homework so it’s important to exploit this to their advantage. Why set homework

Time is an issue mentioned above. By setting homework you are effectively extending the children’s study time.
It provides an invaluable link between you, the teacher, and the parents. Through the homework you set the parents can see what their children are learning and can hopefully guide them in the learning process.
It’s important for children to see the relevance of what they do in class and to have some sort of continuity to the lessons they have with you.
It is also an excellent way for young children to develop their autonomy and start taking responsibility for their own learning.

How do I set homework?

The key is to fully explain what you what them to do through demonstration. Keep it simple and short. With very young children write a simple sentence which explains the homework like ‘Draw a picture of the story’. Photocopy this sentence prior to the class and help them to stick it into their books. Where exactly you they stick it will depend on what system you have going with the work you give them. They may have a general book for homework but with the smaller ones this is unlikely. The sentence should be simple and clear as they will need lots of guidance from their parents who don’t necessarily speak English. With older children you can write the homework onto the board for them to copy. Again you should prepare the wording to make it clear and short so you don’t waste too much time writing down homework. How much homework should I set?

There are already many demands on young children so you shouldn’t expect them to spend hours on a homework task. Not only would they be discouraged, they would be very unlikely to complete the task effectively. Check with the teacher first to get an idea of how much time is reasonable.
Don’t forget either that you don’t have much time with them in class. Giving homework also implies marking homework or at least going through it in class. This is not about creating more work for you but making the work you do easier. Homework provides continuity to your lessons and gives you and the children a sense of direction. Keep it short and make sure it fits logically into what you’re doing. Don’t just give homework for the sake of giving it.

What different types of homework are there?

Collecting things With very young learners you can base your class work around topics like food, toys and clothes. These topics lend themselves particularly well to collecting objects at home to bring into class. If you’re doing a lesson on food get the children to collect food labels to make a class poster in the next lesson. If you’re doing clothes and/or colours they can look in magazines and collect different types of clothes again for making a class poster next lesson.
Re-telling the story If your class was based on a story you can ask the children to tell someone at home about the story. This will encourage them to think again about what you did in class. If they can’t remember it all or tell it differently it isn’t important. The objective is for them to simply evoke the lesson at home.
Pictures Again if you’ve been working on a story they can draw a picture of their favourite character or scene. Or you can ask them to draw a picture ‘from the story’. This leaves it open for them to interpret what they’ve heard and use their imagination. Make sure you ask them to tell you about their pictures the next time.
Writing With slightly older children you can take the previous story-based idea and extend it. They could write a summary of the story in three sentences. They could draw a picture and label it with as many words as they can remember from the story.
Exercises They could also do more traditional exercises based on grammar points you’ve looked at in class. Lots of workbooks provide ready-made exercises you can use or adapt for your students. It’s certainly not as fun as other types of homework but, taking into account different types of learners, you can use this approach from time to time to help them learn more effectively.

When do I mark the homework?

It’s vital that you go through their work in the following class. Primary children will have spent a lot of time and effort on the task you set them and it would be unfair not to give it the feedback and attention it deserves.

You can create a routine which encompasses going through homework at the beginning of every class.
If you have very short classes then the tasks you set should be of an appropriate length so as not to take up the next class marking their homework.
With small classes you can ask everyone to open their books at the page of their homework. Show the younger ones an example at the same time so they quickly find the page you need to check. Then move round the class marking their work. The advantage here is that you are sure to see everyone’s books. The problem is with large classes the children will get bored while you move around the class. To solve this problem either have a first activity that the class can get on with without needing your help or simply limit this approach to your small classes.
Alternatively during the lesson make sure you see everyone’s books and make you comments as and when you see a child. The only inconvenience here could be that you leave a child out and forget to mark their homework. To solve this problem leave a couple of minutes at the end of the class and ask if there is anybody whose work you haven’t marked.

How do I mark the homework?

With very young learners I find drawing a happy face next to their work when they’ve obviously put a lot of effort into it is always well received and encourages them to take pride in their work.
I use some standard expressions such as ‘excellent work’ ‘well done’ ‘great drawing’ ‘very good work’ and I use their names as much as possible.
Be positive whenever you can.
However, there’s no point in saying that something is excellent if the child has clearly demolished his book and has forgotten to actually do the homework! Be realistic as well. You could simply draw a sad face next to the offending scribbles or scissor cuts to show you’re not happy.
Don’t be too hard on children who don’t do their homework. It may not be their fault and it’s not as if they’re studying for their finals. Speak to the teacher about individual children. They may be able to tell you if they are always unlikely to do a task you set and ask what approach he or she takes where homework is concerned and the child in question.

Internet links

This site has loads of photocopiable homework worksheets that you can get ideas from on lots of different primary topics. http://www.primaryresources.co.uk/english/englishhome.htm

Have a look at publishers websites for free resources you can use for homework. Here’s the link to Longman ELT. http://www.longman.com/young_learners/teachers/resources.html

Here is an example of a downloadable worksheet for the Longman site. http://www.longman.com/young_learners/pdfs/FoodnDrink.pdf This site is provided by Macmillan Heinemann ELT. Some great free resources. http://www.the-bus-stop.net/free.html

The British Council's LearnEnglish Kids site has lots of fun online activities which could be set for homework. http://www.learnenglish.org.uk/kids/

By Jo Bertrand

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The Role of Homework in TEFL

Introduction.

Homework is a common practice in education, but its role in Teaching English as a Foreign Language (TEFL) is often debated. Some educators see it as an essential tool for reinforcing classroom learning, while others question its effectiveness, particularly with adult learners or those learning English as a second language in diverse contexts. This page explores the validity of homework in TEFL, outlines best practices, and offers practical tips for maximizing its effectiveness.

Validity of homework in TEFL

The effectiveness of homework in TEFL depends on various factors, including the learner's age, proficiency level, learning context, and personal circumstances. Here are some considerations for its validity:

Reinforcement of learning : Homework can help reinforce material covered in class, providing students with opportunities to practice and consolidate their learning. For example, vocabulary exercises, grammar drills, and reading assignments can reinforce concepts introduced during lessons.
Autonomy and independent learning : Homework encourages learners to take responsibility for their learning outside the classroom. This autonomy is particularly valuable for language acquisition, as it promotes self-directed study and allows learners to engage with the language in their own time and at their own pace.
Exposure to authentic language : Assignments that involve engaging with authentic language materials, such as news articles, podcasts, or videos, can provide valuable exposure to real-world language use. This is crucial for developing listening and reading skills and increasing cultural awareness.
Potential drawbacks : However, there are arguments against the use of homework, particularly if it is not well-designed. Poorly constructed assignments can lead to frustration and disengagement, especially if they are too challenging or not relevant to the learner's needs and interests. Additionally, some students may lack the time or resources to complete homework effectively, which can create inequality and affect motivation.

Best practices for assigning homework in TEFL

To ensure homework is a beneficial component of the learning process, TEFL teachers should consider the following best practices:

Purposeful assignments : Homework should have a clear purpose that aligns with the learning objectives. Whether it's reinforcing vocabulary, practicing grammar, or developing writing skills, each task should contribute meaningfully to the student's progress.
Appropriate difficulty level : Homework should be challenging enough to promote learning but not so difficult that it causes frustration. It should be achievable within a reasonable time frame, taking into account the varied abilities and schedules of learners.
Relevance to learners' lives : Tasks that are relevant to the students’ interests, goals, and everyday experiences are more likely to be engaging and effective. For example, asking students to write a diary entry or listen to a podcast related to their hobbies can make homework more meaningful.
Variety of tasks : A mix of different types of assignments can cater to various learning styles and keep students engaged. Incorporating a range of activities—such as writing, listening, speaking, and reading tasks—ensures a holistic approach to language learning.
Feedback and follow-up : Providing timely and constructive feedback on homework is crucial. This not only helps students understand their mistakes and learn from them but also demonstrates that their efforts are valued. Follow-up activities in class can also help consolidate learning and address any issues that arise.
Flexibility and choice : Giving students some choice in their homework assignments can increase motivation. For example, offering a selection of tasks or allowing students to propose their own assignments can make homework feel less like a chore and more like an opportunity for personalized learning.

Practical tips for TEFL teachers

Here are some practical tips for TEFL teachers to make the most out of homework assignments:

Set clear instructions and expectations : Ensure that homework instructions are clear and concise. Specify the goals, what needs to be done, and how the assignment will be evaluated.
Use technology wisely : Incorporate digital tools and resources to create interactive and engaging homework assignments. For example, use online quizzes, language learning apps, or discussion forums to complement traditional homework tasks.
Encourage reflection : Ask students to reflect on their homework experience by writing a brief summary of what they learned or found challenging. This not only reinforces learning but also helps teachers understand students' perspectives.
Consider the home environment : Be mindful of the students' home environment and access to resources. Some learners may not have access to a quiet space, reliable internet, or necessary materials. Offering alternative assignments that can be completed in different contexts can help ensure equity.
Monitor workload : Be mindful of the overall workload when assigning homework, especially for adult learners or those balancing work, family, and other commitments. Quality over quantity is key—focus on meaningful tasks rather than an excessive amount of work.
Incorporate peer review : Occasionally, involve students in reviewing each other's homework. Peer review can promote collaborative learning and critical thinking, and provide additional feedback.

Homework can be a valuable component of TEFL when used thoughtfully and strategically. By considering the needs and contexts of learners, setting clear and purposeful assignments, and providing meaningful feedback, teachers can enhance the effectiveness of homework and support language development both inside and outside the classroom.

How to Use the Free EnglishClub ESL Homework Sheets

THE ROLE OF ENGLISH HOMEWORK IN THE TEACHING-LEARNING PROCESS IN THE BASIC SCHOOL

Lina Lelešienė
Rima Jasnauskaitė

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Dealing with Homework in English Language Teaching: A Case of Dadeldhura District

2013, Journal of NELTA

Homework is a good means of reactivation; it helps students to practice language items and consolidates learnt knowledge and skills at their home. It is an indispensible tool for students to step forward in the subject. But if we glance at homework dealing situation at school level education in Nepal, the role of homework is hardly talked about in the majority of the schools, especially at government aided school. Similarly, if we look at researches and papers that are talked about on homework dealing situation at school level education, we will rarely find. For this reason, I have strived to explore homework dealing situation of English langauge teaching at grade eight in Dadeldhura District through survey questions to the students and the teachers, such as when do students feel difficult to do homework, why do they do homework, how much time do they spend to do homework, who does help them to do homework at home, how do they like their homework to be corrected, how do the teachers...

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The article deals with the issue of homework in general and the role of English homework in particular. Homework being a part of teaching/learning process at school plays a number of roles that are attributed to the nature and the reasons of homework assignment and the reasons are such as reinforcing material, introducing to new material, increasing skills, applying the learned in new situations, helping to improve time management skills and domestic communication . Homework helps to improve not only academic skills but it also develops learners’ personality, character features as well as social skills. The article suggests the theoretical review of the concept of homework, the role and reason of assigning the latter. It also suggests the results of the research that was performed applying two approaches of investigation: quantitative (survey with a questionnaire and statistic analysis methods) and qualitative (interview and content analysis methods). The survey that was carried out...

Homework in primary school level is an important discussion among teachers, students and parents in recent years particularly during the last two decades there has been great raise of interest to know the role of the parents as first educators of the children in improving their capacity. This research study tries to find out the point of views of the teachers about nature and feature of homework in primary classes (one to third) because majority of the students, particularly those who live in the rural areas of the country work at home or agriculture fields after school time to support their families and they have limited time to do the amount of homework that teachers want. Similarly cooperation or involvement of parents in homework process is also limited because considerable proportion of parents in remote areas of Afghanistan are uneducated and cannot effectively take part in homework process The study has been based on a field survey with 60 male and female teachers in Takhar province (Taloqan city and two districts, Farkhar and Dashte Qala). The study found that most of the teachers were aware about the goal and objective of the homework in primary classes and to some extent apply in one or other way, but, lack of proper planning, follow up and feedback mechanisms, time and amount of homework as well as low level involvement of parents and students themselves are the major shortages of the homework process in primary classes which requires great attention of the education actors in school and ministry levels. Similarly the only way of involvement of the families at school issues is the homework which can play the role of bridge between home and school so designing the of homework should be in way that parents specifically uneducated parents also could participate II ACKNOWLEDGEMENT I will never forget the joyful moment of my life that found myself at TEMP classroom as a master degree student in my favorite field (education). I would like to thank my very respectful and kind professors Dr. Amir Mansory and Dr. Pia Karlsson as a founder of the TEMP program in Afghanistan from depth of my heart, similarly I would like to thank my supervisor Mr.Mikael Savnberg who continuously supported me with his significant feedbacks and all respected professors who facilitated our sessions at TEMP and enabled me to reach to this stage. It's worth mentioning to thank and appreciate Swedish International Development Agency SIDA for financial support of TEMP and special thanks to Swedish Committee for Afghanistan SCA and Karlstad University for their joint effort for running this valuable program. Also I would like to express my special thanks to all my colleagues, provincial and district education departments, head teachers and respected teachers who have been dedicated their valuable time in supporting me to conduct this study III

Procedia - Social and Behavioral Sciences, 2016

This study aims to understand the perceptions of teachers and students of the 4 th year of schooling regarding homework and its relationship with the act of studying. A comparative research of a descriptive-correlational nature was undertaken, comprising two questionnaires one to the teachers and another to their pupils. The study covered a sample of fourteen primary teachers from all Nelas municipality state schools (central region of Portugal), and 128 pupils, aged from 9 to 11 years and of both sexes, in identical percentage. Data obtained show that all teachers ask their students to do homework, especially in the areas of Portuguese and Mathematics and consider it essential for learning. The students generally like to do their homework and consider it important. For the most part, if they could decide, students would do homework because it helps them to consolidate the content taught. Knowing the teachers and students perceptions about the homework is fundamental to developing teaching strategies that contribute to the academic success of all students.

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The main purpose of this study was to identify students’ parent perceptions on the importance of homework in improving English achievement of eighth grade students at SMP Bina Bhakti Abab. The subjects of this study were all of the students’ parents of eighth grade students at SMP Bina Bhakti Abab. The study used mixed method through questionnaire as a research instrument and documentation. The questionnaire was to identify and get the information on the importance of homework for their children and the questionnaire was divided into eight points, (1) Parents’ role construction (2) Parents’ self-efficacy (3) School invitations (4) Teacher invitations (5) Child invitations (6) Parental time (7) Parental energy and (8) Parental knowledge and skills. The total of the result of each points showed that: Parents’ role construction 343 (Agree) and 287 (Strongly Agree), Parents’ self-efficacy 111 (Agree) and 99 (Strongly Agree), School invitations 32 (Disagree), 32 (Somewhat Agree) and 42 (...

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