Literaturnachweis - Detailanzeige
| Autor/in | Mack, Lindsay |
|---|---|
| Titel | From Proofreader to Mediator: The Roles Negotiated by NNES Tutors in EFL Writing Tutorials |
| Quelle | In: Mentoring & Tutoring: Partnership in Learning, 31 (2023) 1, S.122-142 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Mack, Lindsay) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1361-1267 |
| DOI | 10.1080/13611267.2023.2164980 |
| Schlagwörter | Tutors; English (Second Language); Writing Instruction; Second Language Learning; Academic Support Services; Writing (Composition); Native Speakers; College Students; Foreign Countries; Proofreading; Role; Japan |
| Abstract | Currently, writing centers are expanding to Asian university contexts and hiring Non-native English speakers (NNES) as peer tutors, but there is a paucity of research on the roles NNES tutors play and on tutoring in global contexts. To address this gap, this study interrogates the question: What role do NNES tutors adopt in English a Foreign Language (EFL) writing centers? Through the framework of symbolic interactionism, a mixed method approach was employed. Data were collected from 16 pre- and post-semester tutor interviews, 30 tutorial observations and a tutee survey with 24 respondents. It was found that rather than adopting a precisely defined role such as peer mentor or foreign language instructor the tutor adopted multiple roles: proofreader, translator, coach, teacher, and mediator. Each role is negotiated through each interaction with individual tutees. The roles put forth encompass a new way for NNES tutors to effectively tutor in EFL settings. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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