JaLCDOI 10.18926/52189
FullText URL bhe_009_043_050.pdf
Author Yoshida, Hiromi|
Abstract  The purpose of this study is to examine a ‘popular’ tutor’s beliefs on feedback and her regular tutee’s receptivity toward the feedback in order to investigate factors involved in giving ‘good’ feedback within intercultural settings. The data was gathered by interviewing a pair of L1 tutor and L2 tutee and observing their tutorial sessions. The results revealed the importance of three points: building a ‘safe house’ for both the tutor and the tutee, respecting the tutee’s ‘writer’s identity,’ and using praise in an appropriate way. This research was conducted at a writing center; however, the findings offer important insights into feedback that are applicable to language teachers in multicultural and multilingual settings as well.
Keywords interpersonal feedback academic writing writing center
Publication Title 大学教育研究紀要
Published Date 2013-12-30
Volume volume9
Start Page 43
End Page 50
ISSN 1881-5952
language English
File Version publisher
NAID 120005394611