Use and effects of the tutoring service at the English Writing Lab
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The purpose of this study was to examine the use and effects of a writing tutorial serviceprovided to university students at a Writing Lab. Participants in the study included 57 studentsand seven tutors including two Korean teachers and five native English speaking teachers(hereafter NESTs). Data were collected for a semester, and included a student survey, a tutorsurvey, individual interviews with students, and documents related to the tutoring service. Results of the study are as follows. First, more than 41 students (72 %) considered their level ofEnglish writing ‘below average’ and it affected their choice of tutors as 27 students (47%)selected only Korean tutors throughtout the semester. Second, diverse students from differentacademic disciplines came to the writing lab for tutoring; thus suggesting a need for an Englishwriting tutorial service. Third, reactions toward the writing lab from both students and teacherswere very positive even though some tutors had problems with the attitude of some students. Fourth, students presented various writing assignments to tutors: however, the genre thefirst-year students brought most was English writing journal, while fourth-year students weremostly concerned wtih resume and cover letter writing as well as practice essays for TOEIC andTOEFL tests. Further, there were some discrepencies regarding the feedback the studentswanted to receive and the assistance, editing, and revision provided by tutors. Finally, somesuggestions were made by both the students and the tutors to improve the quality of the servicein the future including extending tutoring session lengths and enforcing rules more strictly. Drawing on the findings of the current study some implications were provided.
Abstract
The purpose of this study was to examine the use and effects of a writing tutorial serviceprovided to university students at a Writing Lab. Participants in the study included 57 studentsand seven tutors including two Korean teachers and five native English speaking teachers(hereafter NESTs). Data were collected for a semester, and included a student survey, a tutorsurvey, individual interviews with students, and documents related to the tutoring service. Results of the study are as follows. First, more than 41 students (72 %) considered their level ofEnglish writing ‘below average’ and it affected their choice of tutors as 27 students (47%)selected only Korean tutors throughtout the semester. Second, diverse students from differentacademic disciplines came to the writing lab for tutoring; thus suggesting a need for an Englishwriting tutorial service. Third, reactions toward the writing lab from both students and teacherswere very positive even though some tutors had problems with the attitude of some students. Fourth, students presented various writing assignments to tutors: however, the genre thefirst-year students brought most was English writing journal, while fourth-year students weremostly concerned wtih resume and cover letter writing as well as practice essays for TOEIC andTOEFL tests. Further, there were some discrepencies regarding the feedback the studentswanted to receive and the assistance, editing, and revision provided by tutors. Finally, somesuggestions were made by both the students and the tutors to improve the quality of the servicein the future including extending tutoring session lengths and enforcing rules more strictly. Drawing on the findings of the current study some implications were provided.
참고문헌 (41)
- Aljaafreh, A., "Negative feedback as regulation and second language learning in the zone of proximal development", Modern Language Journal, 78(4), pp.465~483 (1994)
- Anderson, C., "How’s it going? A practical guide to conferring with student writers." (2000), Heinemann
- 배정수, "Recursive Cognitive Processes in L2 Writing of Korean EFL Students: An Analysis of Think-Aloud Protocols", 영어어문교육, 19(2), pp.1~24 (2013), 한국영어어문교육학회
- Ball, A., "Handbook of writing research", pp.293~310 (2008), Guilford Press
- Blau, S., "Guilt-free tutoring : Rethinking how we tutor non-native-English-speaking students", Writing Center Journal, 23, pp.23~44 (2002)
- Boquet, E., "Our little secret : A history of writing centers, pre-to-post admissions", College Composition and Communication, 3(50), pp.463~482 (1999)
- Brookhart, M. S., "How to give effective feedback to your students." (2008), Association for Supervision and Curriculum Development
- Cohen, A., "Learner strategies in language learning", pp.~57-69). E (1987), Prentice-Hall
- Crystal, D., "English as a global language" (2003), Cambridge University Press
- Ellis, R., "The effects of focused and unfocused written corrective feedback in English as foreign language context", System, 36(3), pp.353~371 (2008)
- Ferris, D. R., "Student reactions to teacher response in multiple-draft composition classrooms", TESOL Quarterly, 29, pp.33~53 (1995)
- Ferris, D. R., "The influence of teacher commentary on student revision", TESOL Quarterly, 31(2), pp.315~319 (1997)
- Gibbons, P., "Scaffolding language, scaffolding learning : Teaching second language learners in the mainstream classroom." (2002), Heinemann
- Hyland, K., "Second language writing" (2003), Cambridge Unversity Press
- Hyland, K., "Feedback on second language students’ writing", Language Teaching, 39, pp.83~101 (2006)
- Johnson, R. B., "Mixed methods research : A research paradigm whose time has come", Educational Researcher, 33(7), pp.14~26 (2004)
- 정영경, "University Students' Views on English Writing and Writing Coursebooks", 언어과학, 21(2), pp.241~265 (2014), 한국언어과학회
- Keh, C. L., "Feedback in the writing process : A model and methods for implementation", ELT Journal, 44(4), pp.294~304 (1990)
- 이경희, "공과대학 신입생의 핵심역량 인식수준을 통한 공학교육방향 연구", 공학교육연구, 13(6), pp.57~71 (2010), 한국공학교육학회
- Leki, I., "The preferences of ESL students for error correction in college-level writing classes", Foreign Language Annals, 24(3), pp.201~218 (1991)
- Leki, I., "Students’ perceptions of EAP writing instruction and writing needs across the disciplines", TESOL Quarterly, 28(1), pp.81~102 (1994)
- Li, S., "The effectiveness of corrective feedback in SLA : A meta-analysis", Language Learning, 60(2), pp.309~365 (2010)
- Li, S., "Oral corrective feedback", ELT Journal, 68(2), pp.196~198 (2014)
- Lightbown, P. M., "How languages are learned" (2006), Oxford University Press
- Lyster, R., "Oral feedback in classroom SLA : A meta-analysis", Studies in Second Language Acquisition, 32(2), pp.265~302 (2010)
- McCutchen, D., "Handbook of Writing Research", pp.115~130 (2008), The Guilford Press
- McKay, S. L., "Teaching English as an international language" (2002), Oxford University Press
- Murray, D., "A writer teaches writing" (1985), Houghton Mifflin
- Nakamaru, S., "A lot of talk about writing: Oral feedback on international and US-educated multilingual writers’ texts", doctor, pp.2008
- North, S., "The idea of a writing center", College English, 5(46), pp.433~446 (1984)
- Nowacki, J. C., "An ongoing ESL training program in the writing center", Writing Center Journal, 9(2), pp.1~4 (2012)
- Patthey-Chavez, G. G., "Writing conferences and the weaving of multi-voiced texts in college composition", Research in the Teaching of English, 31(1), pp.51~91 (1997)
- Pinter, A., "Teaching young language learners" (2006), Oxford University Press
- Roberts, B. J., "Can error logs raise more than consciousness? The effects of error logs and grammar feedback on ESL students’ final drafts", master, pp.1999
- Saville-Troike, M., "Introducing second language acquisition" (2008), Cambridge University Press
- Sperling, M., "Dialogues of deliberation : Conversation in the teacher-student writing conference", Written Communication, 8, pp.131~162 (1991)
- Thonus, T., "What are the differences? Tutor interactions with first-and second-language writers", Journal of Second Language Writing, 13, pp.227~242 (2004)
- Tompkins, G. E., "Teaching writing : Balancing process and product" (1990), Merrill Publishing Company
- Truscott, J., "The case against grammar correction in L2 writing classes", Language Learning, 46(2), pp.327~369 (1996)
- Vygotsky, L. S., "Mind in society : The development of higher psychological processes." (1978), Harvard University Press
- Yin, R. K., "Mixed methods research: Are the methods genuinely integrated or merely paralleled?", Research in the Schools, 13(1), pp.41~47 (2006)