The Increase in Percentage of Students Who Actually Do Homework by Means of Communicative Out-of-Class Tasks instead of Homework Assignments: A Case Study of Adult EFL Students in the Conversation Courses at The University of Costa Rica
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| Autores: | , , , |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2013 |
| Descripción: | This study investigates how communicative out-of-class tasks instead of homework assignments can increase the percentage of students who actually do homework in the conversation courses at the University of Costa Rica. The review of the literature indicates that communicative out-of-class assignments facilitate learning through purposeful language use. The information gathered supports the premise that communicative out-of-class tasks enhance learners’ rate of response to homework assignments. In addition, the results indicate that goal- oriented communicative tasks make students reflect on their own learning, and that homework complements the teaching and learning process when it fulfills the learners’ interests and needs. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Inglés |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/12609 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/rlm/article/view/12609 |
| Palabra clave: | homework conversation courses communicative out-of-class tasks teaching learning tarea cursos de conversación trabajos comunicativos fuera de clase enseñanza aprendizaje |