Novice tutors and their ESL tutees: Three case studies of tutor roles and perceptions of tutorial success [An article from: Journal of Second Language Writing]

This digital document is a journal article from Journal of Second Language Writing, published by Elsevier in 2004. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
This article presents case studies of three tutor/tutee dyads, focusing on the negotiation of tutor roles over a semester as part of a course requirement for MATESOL candidates. Tutors were enrolled in the course ''Issues in Second Language Writing,'' and tutees were ESL student volunteers. Data came from on-line discussions from the course, videotapes of tutoring sessions, tutors' and tutees' retrospective interviews, and the tutors' final reflective papers for the course. Results indicate that the dyads negotiated relationships that differed from each other but were viewed as successful by those involved. For each dyad, different factors emerged as influential in negotiating the tutor's role, including tutors' and tutees' beliefs about writing, tutees' language proficiency, affective factors, and aspects of the tutorial setting.