Contemporary university English instruction faces a persistent challenge: balancing comprehensive content delivery within limited classroom time while maintaining rigorous formative assessment. This article examines critical barriers to effective homework assessment, including limited instructor feedback time, student academic dishonesty, incomplete task execution, and subsequent poor summative performance. To address these issues, a multi-faceted intervention strategy was implemented in intermediate- and upper-intermediate courses (two cohorts of 18 students each) over one academic year at a higher educational institution in Tashkent, Uzbekistan. The intervention deployed differentiated asynchronous homework structures (quiz-based consolidation exercises and extension tasks) coupled with structured rubrics, peer-assessment mechanisms, and a tiered feedback system. Plagiarism detection protocols addressed academic integrity. Results demonstrated statistically significant improvements in student test scores and engagement, alongside a reduced instructor grading burden. Ultimately, structured asynchronous frameworks optimize learning outcomes while remaining administratively feasible in resource-constrained higher education contexts.
| Mualliflar | Muratova, Markhabo, Муратова, Мархабо, Muratova, Marxabo |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashriyot | Самарқанд давлат чет тиллар институти |
| ISSN | 0000-0003, 4295-8199 |
| Nashr sanasi | 2026-08-25 |
| Jild | 4 |
| Son | 7/S |
| Betlar | 23-30 |
| Til | Ingliz |
| Ilmiy soha | Pedagogika |
| DOI | 10.47689/2181-3701-vol4-iss7/s-pp23-30 |
| Indeksga qo‘shilgan | 2026-09-26 |
DOI: 10.47689/2181-3701-vol4-iss7/s-pp23-30 · Maqolaning asl sahifasi
оценка домашнего задания, закрепление знаний, обратная связь, управление рабочей нагрузкой преподавателя, оценка со стороны сверстников, высшее образование, homework assessment, learning consolidation, formative feedback, instructor workload management, peer assessment, higher education, mustaqil ishni baholash, bilimlarni mustahkamlash, qayta aloqa, pedagogik yuklamani boshqarish, o‘zaro baholash, oliy ta'lim
| APA | Muratova, Markhabo, Муратова, Мархабо, & Muratova, Marxabo (2026). Homework-based consolidation and assessment in English language teaching. Хорижий лингвистика ва лингводидактика, 4(7/S), 23-30. https://doi.org/10.47689/2181-3701-vol4-iss7/s-pp23-30 |
|---|---|
| GOST (OAK) | Muratova, Markhabo, Муратова, Мархабо, Muratova, Marxabo Homework-based consolidation and assessment in English language teaching // Хорижий лингвистика ва лингводидактика. – 2026. – T. 4, № 7/S. – P. 23-30. – DOI: 10.47689/2181-3701-vol4-iss7/s-pp23-30. |
| MLA | Muratova, Markhabo, Муратова, Мархабо, and Muratova, Marxabo. “Homework-based consolidation and assessment in English language teaching.” Хорижий лингвистика ва лингводидактика, 4(7/S), 23-30, 2026. https://doi.org/10.47689/2181-3701-vol4-iss7/s-pp23-30 |
| Chicago | Muratova, Markhabo, Муратова, Мархабо, and Muratova, Marxabo. “Homework-based consolidation and assessment in English language teaching.” Хорижий лингвистика ва лингводидактика, 4(7/S), 23-30 (2026). https://doi.org/10.47689/2181-3701-vol4-iss7/s-pp23-30 |
| Harvard | Muratova, Markhabo, Муратова, Мархабо, and Muratova, Marxabo (2026) ‘Homework-based consolidation and assessment in English language teaching’, Хорижий лингвистика ва лингводидактика, 4(7/S), 23-30. https://doi.org/10.47689/2181-3701-vol4-iss7/s-pp23-30 |
| BibTeX | @article{muratovamarkhabo2026,
title = {Homework-based consolidation and assessment in English language teaching},
author = {Muratova, Markhabo and Муратова, Мархабо and Muratova, Marxabo},
journal = {Хорижий лингвистика ва лингводидактика},
year = {2026},
volume = {4},
number = {7/S},
pages = {23-30},
doi = {10.47689/2181-3701-vol4-iss7/s-pp23-30},
url = {https://doi.org/10.47689/2181-3701-vol4-iss7/s-pp23-30}
} |
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