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A Plan-Do-Review cycle implemented via a “homework wheel” raised completion rates and intrinsic motivation, fostering more positive attitudes. Data combined quantitative measures with qualitative field notes on behavior and motivation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Improve Thai Teenage Students’  \nHomework Completion Rates  \n*Garry Bryn Hobbs, and Aaron Stuart Hall  \n*Corresponding author’s email: [englishforall2016@gmail.com](englishforall2016@gmail.com)  \nEnglish For All School, Bangkok, Thailand  \nReceived: September 19, 2024 Revised: March 8, 2025 Accepted: August 18, 2025  \nAbstract  \nThis study examined the impact of formative assessment and motivational strategies on homework completion among Thai adolescents aged 13-16 who were studying a beginner-level coursebook at a private language school in Bangkok. Before the intervention, a questionnaire adapted from the Intrinsic Motivation Inventory (IMI) assessed students' attitudes towards the school's current homework approach. The IMI questionnaire was also administered periodically throughout the study to monitor changes in these attitudes over time. Results indicated that while students recognised the value of homework, their motivation was lacking, leading to homework being copied or left incomplete. The intervention introduced a Plan-Do-Review cycle through a 'homework wheel', which included tools such as a learning wall, goal-setting forms, and a star chart to foster engagement and self-reflection.  \nData collection involved quantitative and qualitative methods. Homework completion rates and goal achievement percentages were examined and interpreted within a Google Sheets spreadsheet, along with qualitative field notes on student behaviour and attitudes. Findings revealed a significant increase in homework completion and intrinsic motivation, with students developing more positive attitudes to homework. This research offers practical insights for educators seeking to improve homework completion and student motivation in similar educational settings.  \nKeywords: goal-setting, homework, formative assessment, motivation, autonomy, teenagers, workbook  \nIntroduction and Rationale  \nWe currently work as teachers in a private language school in Thailand, where we teach all age groups and levels. One of the main challenges we have faced is motivating Thai teenagers, especially beginners, to participate more actively in lessons and to complete their homework assignments on time. Many Thai students struggle with motivation in learning English (Tantiwich &  \nTHAITESOL JOURNAL 38(2) 56  \nSinwongsuwat, 2021), which directly impacts their engagement both inside and outside the classroom. Homework plays a crucial role in reinforcing classroom learning, yet students’ reluctance to complete assignments remains a persistent issue. A lack of motivation to complete homework can hinder students’ academic progress and prevent them from developing effective study habits (Richards, 2015) .  \nPrevious research has suggested various strategies to address this problem, such as incorporating assessment for learning (AfL) techniques, providing timely feedback, and using motivational strategies to enhance students’ engagement with homework (Black & Wiliam, 1998; Dörnyei, 2001) . However, little research has explored how these strategies perform in private language schools in Thailand, particularly with teenage beginner-level learners. This study addresses this gap by examining the impact of integrating AfL techniques and motivational strategies into our school’s homework practices.  \nBuilding upon previous contributions, this study advances the field by examining how formative assessment and structured motivational interventions impact students’ homework completion rates in a real-world classroom setting. By identifying effective strategies, we aim to provide practical recommendations for language teachers facing similar challenges. This article presents the findings of an action research study conducted over four months. The primary objective of this study was to improve the quality and completion rates of homework in a teenage beginner class by integrating assessment for learning techniques and motivational strategie","cbCaig1Ctx9Gw4M9","https://ap.wps.com/l/cbCaig1Ctx9Gw4M9","pdf",829778,25,"English","# Abstract\n# Introduction and Rationale\n# Literature Review\n## The Plan-Do-Review Cycle and its Role in Formative Assessment\n## Formative Assessment and its Impact on Homework Completion","[{\"question\":\"What problem does the study target regarding Thai teenage learners?\",\"answer\":\"The study targets low motivation among Thai teenagers, especially beginners, which leads to delayed, copied, or incomplete homework assignments.\"},{\"question\":\"How does the intervention use the Plan-Do-Review cycle?\",\"answer\":\"It integrates Plan-Do-Review into homework via a “homework wheel,” using tools such as a learning wall, goal-setting forms, and a star chart to support engagement and self-reflection.\"},{\"question\":\"What research methods are used to evaluate the intervention?\",\"answer\":\"The study combines quantitative and qualitative data, analyzing homework completion rates and goal achievement percentages with Google Sheets, alongside qualitative field notes on student behavior and attitudes.\"}]","Implementing a Plan-Do-Review Cycle to Improve Thai Teenage Students’ Homework Completion Rates | PDF",1792042954,63]