Abstract
The present study aims to examine the impact of homework assignments on self-regulated learning, which consists of an effort-regulation and monitoring strategy and a planning strategy, as well as self-efficacy in learning English (English self-efficacy) among academically struggling Japanese college students. Three types of homework assignments were used for a lower level English class, and the students were assigned two of the three types of homework in every class. To analyze the effects of homework, the data for 33 students was used for this study. They were divided into two groups based on the number of homework assignments they completed. The results of the analysis revealed that (a) doing homework improved the students’ effort regulation and monitoring strategy as well as their English self-efficacy, (b) planning strategy did not develop if the students sometimes failed to do their homework, and (c) the students’ effort regulation and monitoring strategy was moderately related to their self-efficacy. This paper also addresses some of the pedagogical implications of these findings.
