Homework: re-examining the routine

Abstract

Homework occupies a large part of teachers' and students' lives, yet is seldom discussed. A survey of Malaysian secondary school teachers suggests that homework practices may be out of line with the communicative aims of the English course, reflecting perhaps the continuation of unquestioned routines. However, at times the workload generated by homework can be so time‐consuming that teachers rarely have the chance to stop and reflect on what they are doing, and why. This may be a common problem in other language teaching situations as well, and suggests a need for more explicit discussion of homework policies and practices.

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