%A Rosário,Pedro %A Núñez,José C. %A Vallejo,Guillermo %A Cunha,Jennifer %A Nunes,Tânia %A Suárez,Natalia %A Fuentes,Sonia %A Moreira,Tânia %D 2015 %J Frontiers in Psychology %C %F %G English %K Types of homework follow-up,academic performance,English as a foreign language (EFL),homework,Teachers’ practices %Q %R 10.3389/fpsyg.2015.01528 %W %L %M %P %7 %8 2015-October-13 %9 Original Research %+ Pedro Rosário,Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho,Braga, Portugal,prosario@psi.uminho.pt %# %! Teachers’ homework follow-up practices and students’ EFL performance %* %< %T The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design %U https://www.frontiersin.org/articles/10.3389/fpsyg.2015.01528 %V 6 %0 JOURNAL ARTICLE %@ 1664-1078 %X 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.