start-ver=1.4
cd-journal=joma
no-vol=9
cd-vols=
no-issue=
article-no=
start-page=43
end-page=50
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2013
dt-pub=20131230
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Writing is more than just writing: A case study of effective feedback within an intercultural writing center
en-subtitle=
kn-subtitle=
en-abstract=
kn-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.
en-copyright=
kn-copyright=

en-aut-name=YoshidaHiromi
en-aut-sei=Yoshida
en-aut-mei=Hiromi
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

affil-num=1
en-affil=
kn-affil=岡山大学国際センター
en-keyword=interpersonal feedback
kn-keyword=interpersonal feedback
en-keyword=academic writing
kn-keyword=academic writing
en-keyword=writing center
kn-keyword=writing center
END