Bildiri: Exploring ELT Students’ Preferences and Perceptions of Homework Types: A Descriptive Study

Özet

Homework is widely used in English Language Teaching (ELT), but it is often treated as a routine requirement rather than a purposeful learning tool. Since students’ engagement with homework may vary depending on task type, workload, and perceived usefulness, understanding their preferences is important for improving language learning practices. This descriptive study aimed to explore ELT students’ perceptions of different homework types and their perceived effects on English language development. A quantitative survey design was employed, and data were collected from 68 ELT students from different year levels through a 5-point Likert-scale questionnaire administered via Google Forms. The findings showed that students generally recognized oral and written assignments as useful for improving language skills. Oral tasks were perceived as helpful for speaking fluency, while written assignments were valued for practicing grammar and vocabulary. However, many students also reported boredom with repetitive written homework and indicated that excessive homework reduced their motivation to learn. Although written assignments were the most preferred homework type, the results suggest that students prefer meaningful, manageable tasks connected to real language use. The study concludes that ELT homework should be carefully designed to balance skill development, student motivation, and workload, and recommends using varied, engaging, and purposeful homework tasks to support language acquisition more effectively.

Yaren ERCAN, Asım BÖLÜKBAŞI, Çağla YAŞAR, Elif Sıla ZEYBEKOĞLU, Fatma KARABULUT