抄録 |
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.
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