English Homework Research Articles

High School English Homework Design Based on Unit-integrated Teaching

High School English Homework Design Based on Unit-integrated Teaching

Research on the Design of Senior High School English Homework Under the "Double Reduction" Policy

Under the "double reduction" policy, schools and teachers have put forward higher requirements, but also brought greater challenges to schools and teachers. Therefore, how to design and arrange the students' homework has become a big test. This paper chooses the third compulsory edition of Foreign study edition as the design object to explore the current situation and problems of high school English homework design in the past, analyzes the principles of high school English homework design under the "double reduction" policy, and explores the strategy of high school English homework design, hoping to provide certain reference value for high school English teachers.

Mobile Smart App and its Application in Improving the Efficiency of English Homework Correction

The heavy amount of English homework correction has resulted in Teachers’ lax examination of homework, insufficient attention to homework problems, and low attention to homework correction. With the continuous growth of the number of educated people, more and more schools begin to have the problem of low efficiency of English homework correction. Therefore, in order to optimize the homework correction system, improve the efficiency of English teachers’ homework correction, and give full play to teachers’ positive feedback on homework, a smart app on mobile phone can be developed to scan and correct traditional paper homework. Based on image processing technology and neural network algorithm, this paper designs and establishes a mobile app that can recognize and extract English homework topics and handwriting with nearly 90\% accuracy through Android system platform. Based on the homework answers entered in the database, the rapid correction of English homework can be realized. After using this software, the overall efficiency of English homework grading has significantly improved. For multiple-choice and fill in the blank questions, the total factor productivity of 14 and 15 units was greater than 1, accounting for 63.6\% and 68.1\% of the nursing units participating in the study, respectively. This indicates that the efficiency of English homework grading in most units is constantly improving and showing a good development trend. Among them, the homework correction efficiency for multiple-choice questions is only 6 units, and the pure technical efficiency is less than 1, indicating that the improvement of technical means has a significant impact on efficiency. In order to verify the applicability of the software, data envelopment analysis is used to analyze the application of the mobile app to improve the efficiency of English homework correction. the results show that when the smart phone software is not put into use, the efficiency of teachers’ English homework correction is poor, and the technical level in the process of correction is too low. After the mobile intelligent software is put into use, the overall efficiency of English homework correction has increased significantly, which can greatly alleviate the pressure faced by English teachers in the process of correcting homework.

Research on the Design Strategy of Junior High School English Homework under the Policy of “Double Reduction”

The “double reduction” policy calls for the standardization of off-campus training to effectively reduce the unnecessary burden of schoolwork for students, improve the efficiency of teaching and learning, shift the center of gravity of learning back to school, and improve the fairness of education. In this context, the design of junior high school English homework needs to be adjusted and optimized accordingly. Teachers should study the current situation, principles and optimization strategies of junior high school English homework design under the “double reduction” policy, adjust and change the junior high school English homework design to maximize the space for students to reduce the burden and increase the quality of students, and really put the requirements of reducing the burden and increasing the quality into practice, so that the nurturing value of the English homework can be brought into full play, and the quality of teaching and students' comprehensive quality of junior high school English can be improved. The quality of teaching and the comprehensive quality of students can be improved.

Enhancing dual language learners’ language learning through parent–teacher partnerships

Families of dual language learners (DLLs) and their linguistic resources play a crucial role in fostering children’s language development. However, there is still a dearth of empirical studies investigating whether bilingual teachers view the families of DLLs and their language resources as assets, and how they implement family engagement practices to leverage these language assets in teaching DLLs. This study examined the family engagement perspectives and practices of five bilingual teachers in New York City (NYC) early childhood classrooms. Qualitative data were collected using online questionnaires and semi-structured interviews. The findings suggest that bilingual teachers hold a strength-based view of DLLs’ parents and their language resources to support their children’s language learning. Controversially, they demonstrated a mixture of deficit- and strength-based approaches to parental engagement, ranging from educating parents about English homework strategies to arranging classroom events in which parents could highlight their home language practices. Concurrently, teachers were fully aware of the importance of DLLs’ home linguistic resources in supporting students’ language learning, yet they maintained instructional practices that kept DLLs’ home and school language repertoires separate. The implications for fostering strength-based perspectives on DLL families and strength-based DLL family engagement strategies are discussed.

Exploration of Integrating Chinese Cultural Content into English Homework Design from an Interdisciplinary Perspective

This study explores the integration of Chinese cultural content into English homework for senior high school students, set within the framework of China's revised 2020 High School English Curriculum Standards. It advocates an interdisciplinary approach, blending English with aspects of Chinese geography, classical literature, and poetry. Addressing challenges in conventional educational models, the paper proposes innovative homework designs to enhance linguistic skills and cultural literacy. These methods demonstrate how cross-disciplinary strategies can enrich English education, fostering comprehensive academic development.

The Analysis of Junior Middle School Students' Perceptions Regarding English Homework from the Perspective of Double Reduction Policy

The Analysis of Junior Middle School Students' Perceptions Regarding English Homework from the Perspective of Double Reduction Policy

Research on the Design and Arrangement of Junior High School English Homework from the Perspective of Unit Theme

Research on the Design and Arrangement of Junior High School English Homework from the Perspective of Unit Theme

Effective Design of Elementary School English Homework—A Case Study of A Elementary School in County A

Effective Design of Elementary School English Homework—A Case Study of A Elementary School in County A

Research on the Effectiveness of English Unit Homework Design Based on Big Idea in Junior High School

Homework is a crucial aspect of curriculum that reinforce and expand upon classroom teaching and guide teachers in improving their instruction. After many years of reform, China’s curriculum has entered the era of core competence which should be taken by homework as its ultimate goal. Traditional homework often focuses too much on repetition and quantity over quality, potentially reducing students’ enthusiasm for learning. With the “Double Reduction” policy, homework must now focus on educational value with reduced quantity and higher quality. In this study, the integrated unit design of English homework based on big idea is introduced to the English course of junior high school, trying to verify its effectiveness in helping achieve the core competence of English subject from the perspective of homework. The research involved eighth graders from a Chengdu middle school and used core competency tests from the Jinjiang District for pre- and post-experiment data. Interviews with students and teachers showed a positive reception to this new approach. Despite some limitations, the study suggests that homework based on big idea can effectively boost English core competencies in middle schoolers.

Exploration of Primary School English Innovative Homework Design Strategies in the Context of “Double Reduction” From a Multi-Dimensional Perspective

The General Office of the Central Committee of the Communist Party of China and the General Office of the State Council have issued the Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Students in Compulsory Education, proposing ways to comprehensively reduce the excessive academic burden on students and make homework assignments more scientific and reasonable. Since the promulgation and implementation of the Double Reduction policy, schools and educators have been exploring new modes of homework management, so it is urgent and necessary to conduct related research. This study proposes strategies for optimizing the after-school English homework in the upper elementary grades in multiple subjects from multiple perspectives. Schools should strengthen guidance management training and clarify teachers’ responsibilities; teachers should improve their homework management skills in three aspects: awareness, homework design forms, and homework evaluation; students should improve their homework self-management awareness and ability; and parents should do a good job at home of monitoring and motivating their children.

Teachers’ Perceptions of the Impact of the Double Reduction Policy on the Design and Amount of English Homework in Primary Schools – An Empirical Study

In compulsory education, homework is considered a key means to help students consolidate the knowledge acquired in class. The introduction of the Double Reduction Policy in 2021 sets new requirements for assigning homework to students in the compulsory education phase. This study investigates the impacts of the Double Reduction Policy on the design and amount of English homework in primary schools as well as students’ perceived willingness to do the homework before and after the implementation of the new policy in a third-tiered city in Guangdong Province, China. Through the method of questionnaire and the statistics generated from paired samples t-tests, the study found that there was significant difference in terms of English teachers’ weekly class hours, students’ average time on doing English homework, English teachers’ practice of assigning unified and stratified homework before and after the Double Reduction Policy was implemented. In other words, students do less homework after the Policy was introduced. However, there was no significant difference in students’ perceived willingness to do English homework before and after the Policy. These findings may have practical implications for the Double Reduction Policy to be truly effective in its implementation.

The Exploring of the Effects of Unit Integral Teaching on Junior High School English Homework Based on the Background of the “Double Reduction” Policy

The Exploring of the Effects of Unit Integral Teaching on Junior High School English Homework Based on the Background of the “Double Reduction” Policy

Exploring the Layered Arrangement of Middle School English Homework under the Background of "Double Reduction"

Assigning homework to students during the teaching process by teachers is a consolidation and extension of the teaching content, and plays an important role in testing students' mastery of English knowledge. In traditional English homework assignments, teachers only consider the overall level of the class in terms of workload and difficulty, ignoring individual differences among students. Some students with weak foundations find it difficult to complete the homework, and the emphasis on rote memorization and transcription of words in the form of homework seriously affects students' interest in learning English. With the implementation of the "double reduction" policy, homework assignments should be effectively implemented in accordance with new requirements, and layered teaching should be implemented. Students' homework should be "tailored to their needs" to meet the requirements of the new curriculum implementation, so that students can truly reduce their workload and learn efficiently. Therefore, junior high school English teaching should adopt targeted homework assignments based on students' learning situations, break the shackles of traditional teaching concepts, innovate homework assignment forms, and meet students' personalized development needs.

A Design of Junior High School English Homework under the ‘Double Reduction’ Policy in China

Through literature review, questionnaires and interviews, this paper summarizes the present situation of English homework teachers leave in public junior high schools and how the students and parents evaluate in a Chinese inland city after the “double reduction” policy was issued in China, studies the design of English homework at junior high school level, analyzes the feedback of students, finds out that present after-class English assignment is featured by test orientation and lack of diverse, graded and interesting tasks and suggests some principles and effective designs for specific cases to make up for the deficiencies.

The happy learner: Effects of academic boredom, burnout, and engagement.

This study aimed to investigate the impact of demographic and contextual variables on boredom in English and mathematics, and to test structural models of boredom, learner burnout, learner engagement, and life satisfaction. Using a cross-sectional survey design and employing a convenience sampling technique, 544 secondary school learners in the Sedibeng District, Gauteng, South Africa, took part in the study. The participants completed the Achievement Emotions Questionnaire - English, the Achievement Emotions Questionnaire - Mathematics, the Schoolwork Engagement Inventory, the School Burnout Inventory, and the Satisfaction with Life Scale. Latent variable modeling was used to test measurement and structural models of boredom, burnout, engagement, and life satisfaction. The indirect effects of boredom on life satisfaction were also computed. The results showed that Afrikaans as the home language, the final mark for English in the previous examination, caregivers that cannot help with English homework, and disliking the English teacher predicted boredom in English. Afrikaans as the home language, marks for mathematics in the previous examination, not having the ability to focus on schoolwork at home, and disliking the mathematics teacher predicted boredom in mathematics. Boredom in mathematics and English resulted in an increase in learner burnout and a decrease in learner engagement. Furthermore, boredom in mathematics and English indirectly affected life satisfaction via learner burnout and engagement.

Study on the Hierarchical Design Strategy of Junior English Homework from the Perspective of Double Reduction

Study on the Hierarchical Design Strategy of Junior English Homework from the Perspective of Double Reduction

Exploring the Design of Junior High School English Assignments under the “Double Reduction” Policy——Based on multiple intelligence theory

Previous research has shown that the optimization of homework design has a positive impact and an important role in improving performance. In the process of practical application, the burden reduction on campus has evolved from a disguised form of burden reduction on and off campus to a practical dual burden reduction on and off campus. This all indicates that the work in promoting the burden reduction of students in the compulsory education stage over the past two years has been fruitful, and various novel homework optimization schemes have also reaped initial success, however, after the implementation of the “double reduction” policy, teachers in the compulsory education stage bear more pressure than in the past. This article will use the theory of multiple intelligences to deeply explore the optimization plan for junior high school English homework under the “double reduction” policy, and propose some practical suggestions. Based on the theory of multiple intelligences, taking the current junior high school English education as an example, this paper analyzes the possible optimization directions of junior high school English homework using a combination of survey methods, literature research methods, and empirical summary.

Study on Primary School English Homework Design from the Perspective of Subject Core Literacy

Study on Primary School English Homework Design from the Perspective of Subject Core Literacy

“双减”政策下初中英语作业设计研究

“双减”政策下初中英语作业设计研究