Researcher: Esther

Major topic: ESL writers

Concept/
Term

Definition/Explanation

Tutoring Implications

Difficulties/Barriers
faced by ESL writers

Problems faced by ESL

users from their personal
perspectives

Tutors are able to gain a better

understanding of how an ESL writer
really struggles, and the general
difficulties faced by them.

Coping methods used

by ESL writers

How ESL users respond

under stress of learning a
second language

Tutors may be able to recognize

coping methods and adapt their
session/attitude to help out an ESL
writer when they are recognizably
under stress.

Diversity in secondlanguage fields

Different ESL users are

documented in various fields
while learning second
language- outside of
university environment.

Tutors must be able to recognize

that ESL writers come from different
backgrounds and pick the language
up differently, according to their
environment.

Non-verbal
communication

Defined in general as body

language, facial
expressions, movements

Tutors must be able to put an ESL

tutee at ease if they recognize nonverbal signs of nervousness and
anxiety.

Encouragement/Role as ESL writers usually require

counselor
more encouragement and
reassurance when it comes
to giving them confidence
for their writing.

When it comes to ESL writers, tutors

may have an extended role as
counselor/encourager

Strengths and
weaknesses of ESL
writers based on age

The older the ESL writer is,

the less time a teacher has
with him/her

Older ESL writers are slower in

picking up hints and may require a
more direct approach

Building of trust/tutortutee relationship or

mentorship

ESL writers lack confidence,

do not trust new
tutors/teachers easily

Tutors need more time to allow ESL

writers to warm up to them.
Assigning a tutor as a mentor for a
long-term period should be
considered in a writing center.

Preferences on working
on grammar in writing

ESL writers often cite their

grammar as one of the top

Tutors should not focus so much on

grammar unless it is clearly

elements they think are the

worse in their writing.

impeding the readers ability to

understand the content.

Preferences of working
on first draft

ESL writers prefer to work

on first drafts, not so much
on seconds or thirds.

ESL writers are found to be a lot

harder on themselves while working
on first drafts. Tutors may need to
downplay their self-criticisms.

Revisions Sessions

ESL writers often come in

for follow-up revision
sessions.

Tutors may need to track progress

of the tutees writing to help them
improve even more during follow-up
sessions.

Flexibility during
sessions

ESL writers have various

personalities, but they also
have various struggles and
different coping methods
that set them apart from first
language writers.

Tutors need to be prepared to use

creative methods to help their tutee
if need be. Especially important
when it comes to clarification and
understanding words/phrases.

Use of technology to
extend tutoring (email,
messenger chat, etc.)

Technology can be used to

make up for shortcomings or
struggles that occur during
face-to-face sessions.

Writing centers should look into

allowing tutors and tutees to use
technology to improve tutoring
sessions. For example, allowing a
tutor to read the tutees work before
the session, through email, will help
the tutor better prepare for the
session.

Negotiation sequences

Periods where
questions/pleasantries are
drawn out in between
discussing about the writing

Tutors need to work on becoming

more concise, being smart and
using the short session time wisely.

Authority/dominance

The power struggle between

tutor and tutee during
session discussions.

Some tutees can be quite dominant,

even if they are ESL writers. Tutors
need to be prepared to assert their
position at times if a tutee is not
working towards the goal of
improving their writing.

Tutee attitude

Tutee attitudes largely affect

the entire tutoring session

Certain tutees can be more difficult

to work with, especially ESL writers
who are discouraged and/or angry
and bitter. Tutors should always try

their best to help their tutee, but

eventually, the tutee must be willing
to respond during a session.