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Disciplinary Faculty Needs and Qualified Tutors in an EFL University Writing Center.

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Title: Disciplinary Faculty Needs and Qualified Tutors in an EFL University Writing Center.
Authors: Arizmendi González, Graciela1 gracielaarizmendi16@yahoo.com, González Videgaray, María del Carmen1 mcgv@unam.mx
Source: Writing Center Journal. 2022, Vol. 40 Issue 1, p27-54. 29p.
Subject Terms: *Writing centers, *English as a foreign language, *Tutors & tutoring, *Language ability, *Academic discourse, Homogeneity
Abstract: This study investigates postgraduate (PGs) and faculty needs concerning academic writing (AW) tutors' qualifications in an English as a Foreign Language (EFL) context. Tutors are the core element of a writing center (WC) (Hays, 2010). These professionals listen to (Burns, 2014), advise, and exchange information (Reid, 1993, in Hays, 2010) collaboratively so students can resolve their writing issues (Hays, 2010). However, in EFL contexts, scant research exists about WCs, writing programs ( Molina & López, 2019), and qualifications to recruit tutors (Özer, 2020). Thus, to plan a WC, 24 participants in chemistry were interviewed and surveyed. Findings reveal that EFL PGs expect specialized tutors in target fields, with high English proficiency, experience in teaching, and in writing scientific articles. However, recruitment is challenging as candidate tutors also need support in AW and to help their tutees as writers. Thus, the tutors can be scientists, teachers, or PG students with English, but must be trained in specialized and general English writing and tutoring approaches. The study contributes to knowledge concerning needs in WCs and tutors' qualifications, and it offers possible suggestions to accommodate the PGs' preferences in an EFL context. However, the small sample size and homogeneity of the participants make the results nongeneralizable. [ABSTRACT FROM AUTHOR]
Copyright of Writing Center Journal is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Disciplinary Faculty Needs and Qualified Tutors in an EFL University Writing Center.
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  Data: <searchLink fieldCode="AR" term="%22Arizmendi+González%2C+Graciela%22">Arizmendi González, Graciela</searchLink><relatesTo>1</relatesTo><i> gracielaarizmendi16@yahoo.com</i><br /><searchLink fieldCode="AR" term="%22González+Videgaray%2C+María+del+Carmen%22">González Videgaray, María del Carmen</searchLink><relatesTo>1</relatesTo><i> mcgv@unam.mx</i>
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  Data: <searchLink fieldCode="JN" term="%22Writing+Center+Journal%22">Writing Center Journal</searchLink>. 2022, Vol. 40 Issue 1, p27-54. 29p.
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  Data: *<searchLink fieldCode="DE" term="%22Writing+centers%22">Writing centers</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Homogeneity%22">Homogeneity</searchLink>
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  Data: This study investigates postgraduate (PGs) and faculty needs concerning academic writing (AW) tutors' qualifications in an English as a Foreign Language (EFL) context. Tutors are the core element of a writing center (WC) (Hays, 2010). These professionals listen to (Burns, 2014), advise, and exchange information (Reid, 1993, in Hays, 2010) collaboratively so students can resolve their writing issues (Hays, 2010). However, in EFL contexts, scant research exists about WCs, writing programs ( Molina & López, 2019), and qualifications to recruit tutors (Özer, 2020). Thus, to plan a WC, 24 participants in chemistry were interviewed and surveyed. Findings reveal that EFL PGs expect specialized tutors in target fields, with high English proficiency, experience in teaching, and in writing scientific articles. However, recruitment is challenging as candidate tutors also need support in AW and to help their tutees as writers. Thus, the tutors can be scientists, teachers, or PG students with English, but must be trained in specialized and general English writing and tutoring approaches. The study contributes to knowledge concerning needs in WCs and tutors' qualifications, and it offers possible suggestions to accommodate the PGs' preferences in an EFL context. However, the small sample size and homogeneity of the participants make the results nongeneralizable. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Writing Center Journal is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.7771/2832-9414.1012
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              Text: 2022
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