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Lauren Fitzgerald

ESL Students and Online Tutoring The Cross-section. Lauren Fitzgerald. Tutoring ESL students vs. native English speakers. Power Imbalance. Difficulty with Communication. Two main conflicts arise:. Tutors are: more directive more willing to supply answers in control of agenda

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Lauren Fitzgerald

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  1. ESL Students and Online Tutoring The Cross-section Lauren Fitzgerald

  2. Tutoring ESL students vs. native English speakers Power Imbalance Difficulty with Communication Two main conflicts arise: Tutors are: • more directive • more willing to supply answers • in control of agenda • unequal participation • “Considerable research has demonstrated that indirect speech acts are more difficult for learners to understand” (Thonus) • “I will need to be extra clear when working on how they may need to reword or say some-thing” (Davenport)

  3. Online tutoring as a possible solution • Case studies • ESL students with low oral proficiency had a harder time communication in person • online communication reduced anxiety • allowed for preparation • Personal Experience • easier to explain larger ideas through email • more efficient communication online

  4. WHAT WERE YOUR REACTIONS TO SYNCHRONOUS AND ASYNCHRONOUS ONLINE TUTORIALS?

  5. Benefits of E-feedback • Interactional Dynamics “Also worth noting is the positive ‘distancing effect’ afforded by electronic communication, which lends itself to increased student empowerment and increased desire to express oneself in the target language because the computer seems to minimize the risks involved in communication in a foreign language” (Hirvela, 234) “one hallmark of a peer relationship in tutoring is the freedom to reject a tutor’s advice” (Jones, Garralda, Li, and Lock 15)

  6. Benefits of E-feedback • Impact on revisions • larger quantity • more focused on higher-order concerns • Writing about Writing • putting ideas into words can help with written fluency • “[E]lectronic peer tutoring [...] may be a way to help students bring their own • ‘literacy networks’ into the writing process”(Jones, Garralda, Li, and Lock 18)

  7. Possible implementations • Possible implementations of synchronous CMC • via chat mode • keeps the writing center up to date • “on the clients’ turf” (Jones, Garralda, Li, and Lock 18) • Not a replacement • Supplement to face-to-face tutorials Tutoring in the writing center “actually prevents tutors from acting as equals to their tutees” (Weigle, and Nelson, 204)

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