STUDENTS’ PERCEPTIONS OF ENDOGENOUS FACTORS INFLUENCING THE EFFECTIVENESS OF HOMEWORK IN THEIR ENGLISH LEARNING. A CASE STUDY OF 11th FORM ENGLISH SPECIALIZED GRADERS AT A HANOIAN HIGH SCHOOL

Abstract

This study investigated students’ perceptions of endogenous factors influencing the effectiveness of homework in their English learning. The endogenous factors mentioned included assignments characteristics, initial classroom, home-community and classroom follow-up factors. The mixed-methods combining both quantitative and qualitative approaches were used in order to fulfill the aims and objectives of the study. The survey questionnaires were distributed to one hundred and four English specialized 11th graders at a Hanoian high school. Follow-up interview with three students was also carried out so as to clarify and elucidate the questionnaires’ findings. One of the preliminary results showed the differences between students’ perceptions of endogenous factors in reality and students’ expectations about them. On the basis of the findings, numerous pedagogical suggestions for teachers and parents had been proposed with a view to enhancing the effectiveness of homework in students’ English learning. Generally, teachers were suggested to provide students with more choices in their homework and eliminate the repetition of homework. Regarding parents, they were advised to facilitate students’ homework completion by giving the comfortable study area and carefully consider when and how to involve in students’ learning. With a great number of significant findings and practical implications proposed, this study was expected to bring considerable benefits to the English teaching and learning of the investigated school in particular and of Vietnam in general.