title: The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design.
abstract: This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. At the end of the 6 weeks students completed an EFL exam as an outcome measure. The results showed that three types of homework follow-up practices (i.e., checking homework orally; checking homework on the board; and collecting and grading homework) had a positive impact on students' performance, thus highlighting the role of EFL teachers in the homework process. The effect of EFL teachers' homework follow-up practices on students' performance was affected by students' prior knowledge, but not by the number of homework follow-up sessions.
authors.affiliation: Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho Braga, Portugal.
authors.forename: Pedro
authors.initials: P
authors.lastname: Rosário
authors.affiliation: Departamento de Psicologia, Universidad de Oviedo Oviedo, Spain.
authors.forename: José C
authors.initials: JC
authors.lastname: Núñez
authors.affiliation: Departamento de Psicologia, Universidad de Oviedo Oviedo, Spain.
authors.forename: Guillermo
authors.initials: G
authors.lastname: Vallejo
authors.affiliation: Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho Braga, Portugal.
authors.forename: Jennifer
authors.initials: J
authors.lastname: Cunha
authors.affiliation: Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho Braga, Portugal.
authors.forename: Tânia
authors.initials: T
authors.lastname: Nunes
authors.affiliation: Departamento de Psicologia, Universidad de Oviedo Oviedo, Spain.
authors.forename: Natalia
authors.initials: N
authors.lastname: Suárez
authors.affiliation: Vicerrectoría Académica, Universidad Central de Chile Santiago de Chile, Chile ; Facultad de Educación, Universidad Autónoma de Chile Santiago de Chile, Chile.
authors.forename: Sonia
authors.initials: S
authors.lastname: Fuentes
authors.affiliation: Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho Braga, Portugal.
authors.forename: Tânia
authors.initials: T
authors.lastname: Moreira
keywords: English as a Foreign Language (EFL); academic performance; homework; teachers' practices; types of homework follow-up