Homework: Voices from EFL teachers and learners
|Author Name||University of Author|
Abednia, A. (2009). Critical pedagogy: historical development, philosophical principles, and pitfalls. ILI Language Teaching Journal, 5(1), 33-54.
Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wadsworth. Amiryousefi, M. (2016). Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: a focus on the role of age and gender. Innovation in Language Learning and Teaching, 1-14. Amiryousefi, M. (2015a). Iranian EFL learners’ and teachers’ beliefs about the usefulness of vocabulary learning strategies. SAGE Open, 5(2), 1-10. Amiryousefi, M. (2015b). Individuality in higher education: The use of the multiple- mnemonic method to enhance ESP students' vocabulary development (depth and size) and retention. Applied Research on English Language, 4(1), 45-58.
Bembenutty, H. (2011). The last word: An interview with Harris Cooper-Research, policies, tips, and current perspectives on homework. Journal of Advanced Academics, 22(2), 340-350.
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Brown, J. D. (2001). Using surveys in language programs. Cambridge: Cambridge University Press.
Cook-Sather, A. (2006). Sound, presence, and power: Exploring “student voice” in educational research and reform. Curriculum Inquiry, 36(4), 359-390.
Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of educational research, 76(1), 1-62.
Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York: Taylor & Francis.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
Ellis, R. (2005). Instructed second language acquisition: A literature review. Wellington, New Zealand: New Zealand Ministry of Education.
Fukuda, S. T., & Yoshida, H. (2012). Time is of the essence: factors encouraging out-of-class study time. ELT journal, 67 (1), 31-40.
Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing high Schools. The Journal of Experimental Education, 81(4), 490–510
Gill, B. P., & Schlossman, S. L. (2004). Villain or savior? The American discourse on homework, 1850-2003. Theory into practice, 43(3), 174-181.
Haque, E. (2007). Critical pedagogy in English for academic purposes and the possibility for tactics of resistance. Pedagogy, Culture & Society. 15(1), 83–106.
Hedge, T. (2008). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Katz, I., Kaplan, A., & Buzukashvily, T. (2011). The role of parents' motivation in students' autonomous motivation for doing homework. Learning and Individual Differences, 21(4), 376-386.
Kohn, A. (2006). Abusing research: The study of homework and other examples. Phi Delta Kappan, 88(1), 8-22.
Kralovec, E., & Buell, J. (2000). The end of homework. Boston: Beacon Press.
Kralovec, E., & Buell, J. (2001). End homework now. Educational Leadership, 58(7), 39-42.
Kumaravadivelu, B. (2009). Beyond method: Macrostrategies for language teaching. New Havan and London: Yale University Press.
Larsen-Freeman, D. (2012). On the roles of repetition in language teaching and learning. Applied Linguistics Review, 3(2), 195 – 210.
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14-29.
Iranian Journal of Language Teaching Research 4(2), (July, 2016) 35-54 51
Loewen, S. (2015). Introduction to instructed second language acquisition. New York and London: Routledge.
Loveless, T. (2014). How well are American students learning? Brown center on Educational Policy: Huston.
Lynch, B. K. (1996). Language program evaluation: theory and practice. Cambridge: Cambridge University Press.
Mallot, C. S. (2011). Critical pedagogy and cognition: An introduction to a postformal educational psychology. New York: Springer.
Marashi, H., & Tahan-Shizari, P. (2015). Using convergent and divergent tasks to improve writing and language learning motivation. Iranian Journal of Language Teaching Research, 3(1), 99-117.
Mazer, J. P. (2013). Validity of the student interest and engagement scales: Associations with student learning outcomes. Communication Studies, 64(2), 125-140.
Mikk, J. (2006). Students' homework and TIMSS 2003 mathematics results. Paper presented at the International Conference "Teaching Mathematics: Retrospective and Perspectives," Tartu, Estonia.
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative contexts. New York: Routledge.
North, S., & Pillay, H. (2002). Homework: re‐examining the routine. ELT journal, 56(2), 137-145.
Nunan, D., & J. C. Richards. (2015). Language learning beyond the classroom. New York and London: Routledge.
Olivos, E., & Quintana de Valladolid, C. (2005). Entre la espada y la pared: Critical educators, bilingual education, and education reform. Journal of Latinos and Education, 4(4), 283-293.
Oxford, R. (1990). Language learning strategies: What every teacher should know. NY: Newbury House.
Plant, E. A., Ericsson, K. A., Hill, L., & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30(1), 96–116.
Rahimi, M., & Karkami, F. H. (2015). The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method. Iranian Journal of Language Teaching Research, 3(1), 57-82.
Ramdass, D., & Zimmerman, B. (2011). Developing self- regulation skills: The important role of homework. Journal of Advanced Academics, 22 (2), 194-218.
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom.
RELC Journal, 46(1), 5-22.
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Rudduck, J. (2007). Student voice, student engagement, and school reform. In D. Thiessen, & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 587–610). Dordrecht, the Netherlands: Springer.
Sahragard, R., Razmjoo, S. A., & Baharloo, A. (2014). The practicality of critical pedagogyfrom Iranian EFL instructors’ viewpoints: A cross sectional study. International Journal of Critical Pedagogy, 5(2), 178-193.
Swank, A. L. G. (1999). The effect of weekly math homework on fourth grade student math performance (Master’s thesis). Retrieved from http://eric.ed.gov/?id=ED433234
Tam, V.C., & Chan, R.M. (2010). Hong Kong parents’ perceptions and experiences of involvement in homework: A family capital and resource management perspective. Journal of Family and Economic Issues, 31(3), 361–70.
Thiessen, D., & Cook-Sather, A. (2007). International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer. Tin, T. B. (2006). Looking at teaching through multiple lenses. ELT Journal, 60(3), 253-261.
Tin, T. B. (2013). Exploring the development of ‘interest’in learning English as a foreign/second language. RELC Journal, 44(2), 129-146.
Trautwein, U., & Koller, O. (2003). The relationship between homework and achievement - Still much of a mystery. Educational Psychology Review, 15(2), 115–145.
Van Voorhis, F. L. (2003). Interactive homework in middle school: Effects on family involvements and science achievement. Journal of Educational Research, 96(6), 323-338.
Wallinger, L. M. (2000). The Role of homework in foreign language learning. Foreign Language Annals, 33(5), 483-496.
Warton, P. M. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36(3), 155–165.
Wink, J. (2000). Critical pedagogy: Notes from the real world. New York: Addison,Wesley Longman, Inc.
Xu, J. (2010). Homework purposes reported by secondary school students: A multilevelanalysis. Journal of Educational Research, 103(3), 117–82.
Xu, J., & Wu, X. (2013). Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level. The Journal of Educational Research, 106(1), 1–13.
Zarei, A. A., & Elekaie, A. (2012). Learner autonomy and language learning strategies: An empirical analysis. Germany: LAP.