Tutor-tutee interactions in the writing center: a case study at a college in South China

Abstract

The writing center provides individualized instructions for students to improve their writing. Though a lot of writing center research focuses on English as a Second Language (ESL) students, there is no study on English as a Foreign Language (EFL) students in mainland China context. This study attempts to bridge that research gap by examining writing center interaction and its succeeding influence on students’ revision. The study examines six writing center interactions by using conversation analysis to reveal interactional patterns. Students’ pre-session text and revised text are analyzed linguistically by adopting discourse analysis. Participants’ interpretations are compiled from interview data to provide their perceptions of the writing center. The findings that emerged from conversation analysis of tutorial transcriptions, discourse analysis of students’ writing, and the interview data for this study include:

(1) In writing center interaction, the tutor is the dominant speaker while the student is the subordinate participant. (2) Institutional context, limited knowledge about students, and Chinese culture of learning affect the tutor-tutee interaction. (3) Issues covered in the interaction become the focus of students’ revision. (4) Lexicogrammatical issues are the focus of writing center interaction and students’ revision. (5) Students speak highly of the interaction and tutors’ help. This research provides a thorough description of the writing center interaction, its subsequent effects on students’ revision, and students’ perceptions on the interaction. The implications of this study include: (a) eliciting more information at the beginning of the interaction; (b) adopting flexible tutoring approach; (c) encouraging students to take active participation; and (d) providing training for tutors.