Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning.

Abstract

In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students' attitudes toward assigned homework, time spent on assigned homework, and achievement outcomes in a variety of foreign language courses. Student ratings of the relevance of homework, the usefulness of feedback provided on homework, and the fairness of homework grading were positively correlated with teacher-assigned grades and standardized proficiency test scores in listening, reading, and speaking. Reported time spent on homework, however, was negatively correlated with these measures. In hierarchical regression analyses, all homework-related variables emerged as significant predictors of outcomes after controlling for potential covariates such as language learning aptitude, demographic variables, and affective factors. Thus, these results provide evidence that language course outcomes are positively associated with attitudes toward homework but negatively associated with time spent on homework. Possible interpretations of these findings are discussed. We suggest that the negative association follows in part from the opportunity cost of time spent on assigned homework, which decreases time spent on individualized study that may be more beneficial for improving language course outcomes.Keywords: assigned homework, attitudes, time spent, grade point average, standardized test scores Homework is nearly ubiquitous in educational settings, yet its effectiveness as a pedagogical tool is questioned to this day. In this article, we report results of the first study to examine the relationship of homework-related variables to achievement in foreign language (FL) courses. In doing so, this investigation responds to a problematic bias in education research toward examining achievement in core academic subjects (e.g., reading, math, science) to the exclusion of FLs. Although there is some evidence that homework is related positively to achievement in core subjects, FL achievement may not be influenced by homework in the same way because of two unique characteristics of language acquisition: a high degree of implicit learning (Eckman, Iverson, Fox, Jacewicz, & Lee, 2011;Williams, 2009) and social and interactional requirements (Burling, 1981;Gass, Mackey, & Pica, 1998;Kuhl, Tsao, & Liu, 2003;Long, 1981;Schumann, 1986;Seliger, 1977;Watanabe & Swain, 2007;Wells, 1981). Unlike that of other subjects, knowledge of language is largely unconscious; is routinely acquired without explicit instruction; and is inherently social, in that rules of conversation and cultural norms are fundamentally based in social interaction. Consequently, although traditional homework exercises done in isolation may aid in the learning of algebra, for example, it remains unclear whether this type of explicit, nonin...

Students' Achievement and Homework Assignment Strategies

“…Analysis demonstrates another two complementary pieces of data which, read together, raise questions about the previous conclusion. In the first place, time spent on homework at the individual level was found to have a negative effect on achievement, which confirms the findings of other multilevel-approach research (Trautwein, 2007; Trautwein et al, 2009b; Chang et al, 2014; Fernández-Alonso et al, 2016). Furthermore, it was found that an increase in assigned homework volume is associated with an increase in the differences in time students need to complete it.…”

“…With the turn of the century, hierarchical-linear models ran counter to this idea by showing that homework was a multilevel situation and the effect of homework on outcomes depended on classroom factors (e.g., frequency or amount of assigned homework) more than on an individual's attitude (Trautwein and Köller, 2003). Research with a multilevel approach indicated that individual variations in time spent had little effect on academic results (Farrow et al, 1999; De Jong et al, 2000; Dettmers et al, 2010; Murillo and Martínez-Garrido, 2013; Fernández-Alonso et al, 2014; Núñez et al, 2014; Servicio de Evaluación Educativa del Principado de Asturias, 2016) and that when statistically significant results were found, the effect was negative (Trautwein, 2007; Trautwein et al, 2009b; Lubbers et al, 2010; Chang et al, 2014). The reasons for this null or negative relationship lie in the fact that those variables which are positively associated with homework time are antagonistic when predicting academic performance.…”

Helping Learners to Orient to the Inverted or Flipped Language Classroom: Mediation via Informational Video

“…Hence, while novice‐level IC models more closely approximate ACTFL guidelines by shifting grammar explanations to preparatory homework assignments and allocating more class time to meaningful L2 use, they may also simultaneously distance themselves from learners’ expectations for L2 use in a course. This further underscores the need for an instructional tool to remediate learner expectations, particularly considering the degree to which expectations can impact student behavior (Barcelos, ) and course outcomes (Chang et al, ).…”

“…They strongly preferred explicit instruction and “grammar activities.” Without mediation to help students reconceptualize the goals and contribution of different types of classroom activities, such perceptions could hinder students’ participation and investment in a course that follows the IC model. Finally, Chang et al () explored the correlation between student perceptions of homework and course outcomes by surveying 2,342 students enrolled in intensive FL courses. Their analyses revealed a strong positive relationship between students’ attitudes about homework (including relevance of the homework, usefulness of feedback, and fairness of grading) and course outcomes.…”

Homework and Performance in Mathematics: The Role of the Teacher, the Family and the Student’s Background //Deberes y rendimiento en matemáticas: papel del profesorado, la familia y las características del alumnado

“…Similarly, there are studies which indicate that homework behavior can vary depending on the topic studied (Trautwein & Lüdtke, 2007, 2009. In this century, multilevel studies have refined this relationship and shown that time spent has little effect on results (De Jong, Westerhof, & Creemers, 2000;Farrow, Tymms, & Henderson, 1999;Murillo & Martínez-Garrido, 2013;Núñez, Vallejo, Rosário, Tuero, & Valle, 2014) and, with statistical significance, the effect is negative (Chang, Wall, Tare, Golonka & Vatz, 2014;Trautwein, 2007;Trautwein, Köller, Schmitz, & Baumert, 2002;Trautwein, Schnyder, Niggli, Neumann, & Lüdtke, 2009). These studies show that students who have more difficulty learning or concentrating need more time to do their homework.…”