Perceptions of the Student-Tutor Relationship with Chinese International Students at a UK University Self-Access Writing Centre
This paper discusses the findings of a study of the student-tutor relationship with reference to Chinese international students in a UK university self-access writing centre. The study collected semi-structured interview data from multiple cohorts, including Chinese students, writing tutors (profess...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
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Kanda University of International Studies
2024-09-01
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| Series: | Studies in Self-Access Learning Journal |
| Subjects: | |
| Online Access: | https://sisaljournal.org/volume-15/sep24/liu/ |
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| Summary: | This paper discusses the findings of a study of the student-tutor relationship with reference to Chinese international students in a UK university self-access writing centre. The study collected semi-structured interview data from multiple cohorts, including Chinese students, writing tutors (professional English for Academic Purposes (EAP) teachers rather than student peer tutors) and the writing centre director. Three types of relationships (asymmetrical, symmetrical and quasi-symmetrical) are thereby identified and discussed. The most reported relationship found in this study was an equal/symmetrical relationship. This egalitarianism was interpreted from the perspectives of a) the learning atmosphere; b) responsibility distribution; and c) differences between the writing tutor and the degree programme lecturer (i.e., disciplinary faculty). The findings enhance the understanding of the student-tutor relationship between professional EAP writing tutors and international students in the UK higher education (HE) context, and pedagogical implications are duly put forward. |
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| ISSN: | 2185-3762 |