Presentation/Proposal Title
The Other Side: Tutoring ESL Writers in ESL Classrooms
Type of Presentation/Proposal
Poster
Start Date
5-4-2019 4:30 PM
End Date
5-4-2019 5:30 PM
Keywords
ESL Writers, ESL Teachers, Learner Engagement, Case Study
Description
This poster session will examine the needs of English as Second Language (ESL) writers from a different perspective – the teachers. The two presenters are currently ESL teachers that will present their research examining what writers with low English proficiency actually focus on during writing conferences (local or global issues) with their teachers. The study will also examine whether writing conferences can increase writers’ engagement, and, if so, whether levels of engagement lead to higher rates of revisions. Engagement is studied through the three following components: cognitive, behavioral, and affective. The study tracks several individual writers during three writing conferences with the same instructor (who was a writing center tutor) during one writing course.
For both teachers and tutors, engagement is an important topic of discussion as it provides an understanding of writer’s revision process – whether they understood the initial feedback, whether they actually use it to revise, whether writing conferences actually help ESL writers, etc.… Even though these writing conferences do not take place in writing centers, this study and this presentation will help participants understand the learning process of ESL writers that are often unobservable in a normal tutoring session.
The Other Side: Tutoring ESL Writers in ESL Classrooms
Deeds Boardroom
This poster session will examine the needs of English as Second Language (ESL) writers from a different perspective – the teachers. The two presenters are currently ESL teachers that will present their research examining what writers with low English proficiency actually focus on during writing conferences (local or global issues) with their teachers. The study will also examine whether writing conferences can increase writers’ engagement, and, if so, whether levels of engagement lead to higher rates of revisions. Engagement is studied through the three following components: cognitive, behavioral, and affective. The study tracks several individual writers during three writing conferences with the same instructor (who was a writing center tutor) during one writing course.
For both teachers and tutors, engagement is an important topic of discussion as it provides an understanding of writer’s revision process – whether they understood the initial feedback, whether they actually use it to revise, whether writing conferences actually help ESL writers, etc.… Even though these writing conferences do not take place in writing centers, this study and this presentation will help participants understand the learning process of ESL writers that are often unobservable in a normal tutoring session.
