A Case Study on the Uptake of Suggestions in Online Synchronous Writing Center Sessions

Autor/inn/en	Muranova, Olga; Koltovskaia, Svetlana; Miller, Michol
Titel	A Case Study on the Uptake of Suggestions in Online Synchronous Writing Center Sessions
Quelle	In: TESL-EJ, 26 (2023) 4, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Muranova, Olga) ORCID (Koltovskaia, Svetlana) ORCID (Miller, Michol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Speech Acts; Case Studies; Writing Instruction; Writing (Composition); Laboratories; Revision (Written Composition); Tutors; Error Correction; Computer Mediated Communication; Writing Strategies; Teaching Methods; Video Technology; Audio Equipment; Transcripts (Written Records); Synchronous Communication; Undergraduate Students; Doctoral Students; Tutoring + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprechakt; Case study; Fallstudie; Case Study; Schreibunterricht; Schreibübung; Laboratory; Laboratorium; Korrektur; Förderlehrer; Lehrender; Tutor; Computerkonferenz; Schreibtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Audio-CD; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Förderkonzept; Nachhilfeunterricht
Abstract	Despite suggestions being a common speech act used by writing center tutors, very limited research is available on the use of suggestions in online writing center practice. Drawing upon multiple sources of data including the chat transcript, screen recording of the session, and final revised version of the writer's text, this case study explores the types and frequency of the suggestion strategies employed by a tutor and the degree of writer uptake of tutor suggestions in a synchronous online writing center session. The findings indicate that the tutor's use of suggestions throughout the session only led to a partial revision of the writer's text. While factors contributing to the partial revision include overuse of indirect suggestion linguistic realization strategies (SLRSs) and addressing multiple errors at the same time, using multiple and more direct SLRSs appeared to contribute to successful uptake. The observations of the study suggest that tutors might consider addressing one error at a time, utilizing multiple suggestion strategies per error, and focusing on using more direct rather than indirect suggestion strategies in order to increase the degree of uptake and provide suggestions more effectively in online synchronous writing center sessions. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01