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| The Journal of Asia TEFL |
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  Current Issue |
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Go List
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| Volume 21 Number 2, Spring 2024, Pages 270-519 |
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Effects of Online and Offline Tutor Interactions on Student Revision: Focusing on Korean Learners of English
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Sookyung Cho
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This study explores the impact of online and offline tutor-tutee interactions on tutees' revisions and perceptions. Previous research extensively examined face-to-face tutor-tutee interactions and their impacts on tutees' revisions. However, with the rapid shift away from face-to-face toward online interactions due to the COVID-19 pandemic, it is necessary to explore how online interactions differ from their offline counterparts. Thus, comparing eight online and eight offline tutorials, this study analyzed recordings of four tutors with their two tutees each, conducted both online and offline. This study also scrutinized tutees' first and last drafts to determine how these interactions affected the tutees' revised texts. Finally, exit questionnaires were conducted on the tutees to investigate their perceptions of online and offline tutorials. Findings reveal that offline tutorials exhibit more varied tutee involvement and lead to more incorporation of feedback; more interestingly, tutees were more likely to incorporate feedback when engaged in the tutorials, irrespective of the format. Notably, most tutees evaluated offline tutorials as more beneficial. These findings suggest that tutors should encourage tutee involvement in online tutorials as much as in offline tutorials to facilitate the incorporation of feedback in revisions.
Keywords: online interactions, offline interactions, tutor-tutee interactions, tutee revisions, tutee perceptions |
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The Journal of Asia TEFL
