Towards a Better Understanding of an Academic Success Center in an EMI Context

Autor/inn/en	Takeuchi, Hinako; Ruegg, Rachael
Titel	Towards a Better Understanding of an Academic Success Center in an EMI Context
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 30 (2022) 1, S.6-23 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2022.2030186
Schlagwörter	Academic Achievement; Language of Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Grade Point Average; State Universities; English for Academic Purposes; Feedback (Response); Teacher Attitudes; Student Attitudes; Comparative Analysis; Learning Processes; Program Effectiveness; Academic Support Services; Tutoring; Achievement Gains; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Schulleistung; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Staatliche Universität; Lehrerverhalten; Schülerverhalten; Learning process; Lernprozess; Förderkonzept; Nachhilfeunterricht; Achievement gain; Leistungssteigerung; Ausland
Abstract	This project aimed to evaluate the effectiveness of an academic success center at a Japanese public university, in terms of the reciprocal learning that took place during academic writing and reading tutorials and the academic achievement of tutees. Using a multi-method design, the researchers analyzed feedback data from tutors and tutees, and Grade Point Averages (GPA) of tutees and non-users. Questionnaire feedback from both peer tutors and tutees was analysed to understand what learning took place during sessions. The results from one semester of data collection and examples of learning shared by tutors and tutees on the feedback forms are explained. Additionally, a one-way ANOVA was conducted to compare GPA at the beginning and end of the semester, along with changes in GPA of tutees and non-users. This paper aims to contribute to better understanding the role for academic success centers, especially in relation to the growing context of English-medium instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01