Homework in English language teaching – Hong Kong primary English language teachers’ beliefs and practices

Abstract

Homework is an important practice commonly expected of teachers in schools worldwide. However, teachers’ homework practices are not well understood. This study develops our understanding of English language homework as experienced by primary school English language teachers in Hong Kong, specifically teachers’ homework practices, beliefs regarding homework’s utility as a teaching and learning tool, and sociocultural and contextual influences on these practices and beliefs. A two-stage mixed-method research design was employed which generated qualitative and quantitative data. In the first stage, 279 English language primary school teachers working in aided or government primary schools in Hong Kong were surveyed. The second stage involved in-depth interviews with 11 teachers and the collection of homework samples. Homework was found to be a universal practice of all the participants. They assigned various kinds of homework for various purposes while devoting a significant amount of time to homework-related activities. Participants strongly believed in the benefits of homework as a teaching and learning tool. They provided characteristics of homework practices and activities, which they believe to be effective. However, they did not always see their current homework practices as effective. Such practices were often standardised within a school, with teachers teaching the same grade being required to give the same homework as their colleagues. The data suggests, this standardisation of practices appears to be due to sociocultural and contextual influences, including school policies, parents’ expectations and cultural norms. This standardisation can limit teachers’ ability to develop homework practices that meet the needs of their learners. By developing a conceptual framework, this study adds to the growing understanding of the pedagogical practice of homework within the Hong Kong context.