Feedback in Transition: Cultural and Technological Shifts in Writing Tutorials
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Despite the growing reliance on writing tutorials as a form of academic support, the impact of cultural backgrounds and tutorial modalities on tutor-tutee interactions remains underexplored. Existing research has largely focused on either cultural differences in educational settings or the shift from offline to online learning, but few studies have examined their intersection in writing tutorials. This gap necessitates an investigation into how these factors influence interactional patterns and feedback strategies. Employing Williams’ (2004) writing-revision process, this study explores interaction patterns between two experienced tutors from the Philippines and Indonesia and their Korean tutees across online and offline tutorial settings. The findings indicate that face-to-face sessions foster more interactive and collaborative engagement, whereas online tutorials are often tutor-dominated, with limited tutee participation. Moreover, cultural differences shape tutors’ feedback styles and the extent of tutee involvement. This study contributes to discussions on optimizing writing tutorials for diverse educational environments, particularly in the organization of writing centers with diverse faculty and multiple tutorial modalities.
Abstract
Despite the growing reliance on writing tutorials as a form of academic support, the impact of cultural backgrounds and tutorial modalities on tutor-tutee interactions remains underexplored. Existing research has largely focused on either cultural differences in educational settings or the shift from offline to online learning, but few studies have examined their intersection in writing tutorials. This gap necessitates an investigation into how these factors influence interactional patterns and feedback strategies. Employing Williams’ (2004) writing-revision process, this study explores interaction patterns between two experienced tutors from the Philippines and Indonesia and their Korean tutees across online and offline tutorial settings. The findings indicate that face-to-face sessions foster more interactive and collaborative engagement, whereas online tutorials are often tutor-dominated, with limited tutee participation. Moreover, cultural differences shape tutors’ feedback styles and the extent of tutee involvement. This study contributes to discussions on optimizing writing tutorials for diverse educational environments, particularly in the organization of writing centers with diverse faculty and multiple tutorial modalities.