Work

Young Language Learners’ Perceptions of Homework: Contrasting the Views of Children Who Find Homework Least and Most Boring

Year: 2025

Type: article

Abstract: ABSTRACT Homework is a widely institutionalized practice in education settings across the globe. However, little research has been conducted about homework associated with language learning. As homework is often set by teachers and its submission is mostly mandatory, an investigation into learners’ perceptions is important against the advocacy of learner‐centeredness and learner well‐being in education. The study examined language learners’ perceptions of language homework boredom. Ninety‐five Grade‐5 students from three primary schools in Hong Kong completed a questionnaire and individual interviews. 64% and 18% of them thought that EFL homework was not boring and boring , respectively. In the interviews, the participants commented on four aspects of homework: difficulty, amount, psychological factors (e.g., enjoyableness), and time required for completion. The wide range of English homework they liked and disliked was also collated. The study has important implications for students’ emotional well‐being and quality education in language learning and beyond.

Source: International Journal of Applied Linguistics

DOI: 10.1111/ijal.12769

Authors: Art Tsang, Wai‐Kan Lam, Benjamin Luke Moorhouse

Institutions: Chinese University of Hong Kong, City University of Hong Kong

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,240