Young Language Learners’ Perceptions of Homework: Contrasting the Views of Children Who Find Homework Least and Most Boring

ABSTRACT Homework is a widely institutionalized practice in education settings across the globe. However, little research has been conducted about homework associated with language learning. As homework is often set by teachers and its submission is mostly mandatory, an investigation into learners’ perceptions is important against the advocacy of learner‐centeredness and learner well‐being in education. The study examined language learners’ perceptions of language homework boredom. Ninety‐five Grade‐5 students from three primary schools in Hong Kong completed a questionnaire and individual interviews. 64% and 18% of them thought that EFL homework was not boring and boring , respectively. In the interviews, the participants commented on four aspects of homework: difficulty, amount, psychological factors (e.g., enjoyableness), and time required for completion. The wide range of English homework they liked and disliked was also collated. The study has important implications for students’ emotional well‐being and quality education in language learning and beyond.