Students’ Perceptions on Homework Assignment Practice in University English Conversation Classes
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Abstract
To date almost no research has been reported regarding homework practice in the language teaching classrooms in Korea, with the belief that the practice is up to each individual teacher’s own decision-making as part of instruction. The present study investigated the long-ignored English teachers’ homework practices through students perception indices, found in the questionnaire, to see how students feel about their teacher’s current homework practices. The two dimensions focused on are homework practice in general, and homework delivery practice. The results revealed differential perceptions both in the homework practice and delivery practice to varying class membership. The students’ perception was heavily affected by their teacher’s idiosyncratic practice except for teachers’ behavior in reflecting homework for grades. Finally, study limitations and future research areas in relation to homework were discussed.
참고문헌 (7)
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