Indra Kumari Oli & Gyanu Dahal
Abstract
This Exploratory Action Research (EAR) investigation was carried out in Nepal and involved 40 secondary school students aged 13 to 15. The primary purpose of the research was to explore the reasons why students were reluctant to submit their English homework in their online classes in the second phase of the COVID-19 pandemic and implement actions in class so that students revert to submitting homework at the level before the global health crisis. In the exploratory phase, the teacher-researcher used a Google form questionnaire, focus group discussions, peer observation and a reflective journal for data gathering. Based on the findings, which showed that students liked homework but not the way it was assigned, the teacher-researcher prepared a 6-point action plan and changed the frequency and type of homework as well as the way feedback was provided. The intervention involved the use of educational web tools and the creation of a dedicated Facebook group to share students’ ideas. The outcomes of the intervention were evaluated by the same tools (Google form, focus group discussions, peer observation and reflective journal). The findings show that the majority of the students were satisfied with the new-style homework routine and there was a considerable rise in regular homework submission rates. The EAR report also describes the ongoing support received by the teacher-researcher (first author) and her mentor (second author) denoting that their regular collaboration has contributed greatly to the well-organized carrying out of the research project and its successful accomplishment.
Keywords
homework submission; online learning; technological tools; feedback; rapport building
Citation (APA)
Oli, I. K. & Dahal, G. (2024). Nepalese students’ reluctance to submit homework in online classes. ELT Classroom Research Journal, 1(1), 73-92.
Link
https://eltcrj.com/wp-content/uploads/2024/11/ELTCRJ_v1i1-Oli-Dahal.pdf
