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MACK Lindsay
Department Ritsumeikan Asia Pacific University Center for Language Education Position Associate Professor |
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| Language | English |
| Publication Date | 2023/01/09 |
| Type | Research paper (Academic/Professional Journal) |
| Peer Review | Peer reviewed |
| Title | From proofreader to mediator: the roles negotiated by NNES tutors in EFL writing tutorials |
| Contribution Type | Single Work |
| Journal | Mentoring & Tutoring: Partnership in Learning |
| Journal Type | Another Country |
| Publisher | Taylor and Francis |
| Volume, Issue, Page | 31(1),pp.122-142 |
| Total page number | 20 |
| Author and coauthor | Lindsay Mack |
| Details | 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. |
| URL for researchmap | https://doi.org/10.1080/13611267.2023.2164980 |