THE IMPACT OF HOMEWORK SELF-CHECKING ON LEARNER AUTONOMY AND ACADEMIC ACHIEVEMENT: A COMPARATIVE PERSPECTIVE WITH JAPANESE EDUCATIONAL PRACTICES

This classroom-based study investigates the effects of systematic homework self-checking on learner autonomy, accuracy, and academic achievement in an English as a Foreign Language (EFL) context, drawing a comparative perspective with self-checking practices commonly employed in Japanese education. The study was conducted at a private learning center in Uzbekistan and involved beginner and lower-intermediate EFL learners aged 10–13. Over one academic term, learners were trained to review and correct their homework using answer keys and guided correction criteria, with teacher feedback emphasizing the quality of self-correction rather than direct error marking. Data were collected through corrected homework samples, classroom observation, and progress test results. The findings indicate clear improvements in homework accuracy, a reduction in repeated grammatical and lexical errors, and increased learner responsibility and metacognitive awareness. These outcomes are consistent with principles observed in Japanese educational practice, where self-assessment and reflection are integral components of learning. The study suggests that homework self-checking is a low-cost, practical, and effective instructional strategy for promoting learner autonomy in EFL classrooms.