What Makes Tutors Tick?: Exploring Motives and Experiences in the JALT Writers’ Peer Support Group (PSG) (2019)
This article presents results from a survey of volunteer tutors who provided feedback to clients on in-process papers that clients shared with the PSG. Findings illuminated tutors' motivations, foci of feedback for writers, and challenges of peer-readership through online collaboration.
Keywords
asynchronous, academic writing, online collaboration, peer support, reflective practices, tutor motivations, tutor experiences, writing support, research study
Abstract
This article presents results from a survey of volunteer tutors who provided feedback to clients on in-process papers that clients shared with the PSG. The PSG is a group of Japan-based educators who provide writing support to novice and experienced academic writers through an online writing lab. The survey revealed tutors’ views of the PSG, its advantages and challenges. Findings illuminated tutors’ motivations, foci of feedback for writers, and challenges of peer-readership through online collaboration.
Citation Information
- Type of Publication: Journal Article
- Authors: Paul Beaufait, Suwako Uehara, Dawn Lucovich, Brian Gallagher
- Year of Publication: 2019
- Title: “What Makes Tutors Tick?: Exploring Motives and Experiences in the JALT Writers’ Peer Support Group (PSG)“
- Publication: Research in Online Literacy Education (ROLE)