Qo‘chqorova Zulfizar a teacher of English language and literature department, fsu abstract

Conclusion
Numerous studies supported the notion that consistent homework assignment by teachers and diligent completion by students lead to significant improvements in student achievement.The nature of homework and the assignments given by teachers, as well as the type of learning they intended to reinforce, should also be taken into account. It was supported that skill-based learning was improved through practice assignments that allowed students to develop good habits. Certainly, the responses from French I teachers in the survey revealed that their homework assignments were meant to provide practice.
This practice of homework becomes particularly crucial in certain schedules, where there is a time gap between classes. With students not having daily reinforcement for language learning, carefully crafted homework assignments could potentially minimize the loss of learning that might occur.Regardless of any future research findings on the effectiveness of homework in foreign language learning, it seems that homework is a permanent fixture in this area. Language teachers strongly believe in its significance for successful language acquisition. Combined with Foyle and Bailey 's conclusion that homework is not detrimental to students, this belief ensures the continued use of homework in foreign language education. Additionally, the widespread expectation of regular homework assignments from students, parents, and administrators is a key indicator that homework will continue to be a fundamental aspect of foreign language instruction.
Reference
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