Teachers' practices and students' and parents' perceptions of homework in Arabic and French language classes : a case study of a Lebanese private school

Abstract

This research paper mainly aims to explore teachers’ practices and students’ and parents’ perceptions of homework in Arabic and French language classes. The participants of the study are eight language teachers in Cycles 1 and 2 in a private school in Koura, students of the respective cycles (Grades 1 through 6) and their parents. The data collection methods were interviews and surveys. The results showed a great positive effect when a coordination takes place among a three-dimensional commitment between the students, their teachers as well as their parents. A keen follow-up from teachers at school supplemented with little guidance at home, proved to have a good boost for the students. This is accomplished especially when the students feel the connection between their teachers and parents at the same time. The study also highlights those assignments gained importance due to their potential capability to be an icebreaker and get the best out of the students. The lack of convenient techniques and the excessive amounts of random assignments by traditional methods hindered their performance. In this research study, expected effects depend on an optimized criterion that gives priority to the amount and quality of the assignment itself. Under this favorable liaison between parents and school during homework submission, the students’ academic performance was improved. The outcomes of this study indicate that assignments are efficient scale whether in Arabic or French to ensure keeping track of students’ success.