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A Survey of English Homework in Primary School under the Double Reduction Policy

Tan Cuifeng
DOI: http://dx.doi.org/10.21013/jems.v21.n1.p4
Abstract
The excessive homework burden in schools has long been an issue. In 2021, the "Double Reduction" policy was issued to clarify homework quantity, enhance design quality, and build management mechanisms, aiming to improve education quality and reduce students' academic burden. After the policy's implementation for months, this study surveyed 353 pupils and 40 primary English teachers. It found that English homework quantity has decreased significantly, with completion time within 30 minutes. The types have changed slightly, with more oral and less written work. Evaluation methods remain mostly the same. Students are satisfied with the quantity and prefer innovative vocabulary review, various oral tasks, and drawing - based homework, and they like encouragement words in evaluation. Teachers support the policy but worry about teaching pressure, homework design inexperience, and lack of assessment platforms. In the future, digital technology can be used for homework arrangement and evaluation, and teachers' skills can be improved through learning activities.
Keywords
the “Double Reduction” Policy; English homework; primary school English
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References

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Ning, B. T., & Yang, L. (2022). Analysis of the implementation effectiveness and collaborative mechanisms of the "homework reduction" policy for primary and secondary school students: Based on a survey of 137 prefecture-level cities in 30 provinces (municipalities, autonomous regions) across China [J]. China Educational Technology, 1, 9–16+23.

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