2023 Volume 45 Issue 1 Pages 169-179
Over the past few years, writing centers in Japan have increasingly begun providing online tutorials. This study aimed to explore the characteristics of online tutorials in the writing center through qualitative analysis. Data were collected from 9 writers and 10 tutors who were exposed to both face-to-face and online tutorials. Semi-structured interviews and open-ended questionnaire surveys were administered during the 2020-2021 academic year. The collected textual data were coded following an inductive approach, with a focus on the writersʼ and tutorsʼ narratives regarding their experiences with both online tutorials and face-to-face tutorials. Common themes that reflect the characteristics of online tutorials were identified and organized into categories (“ ”) and codes (‘ ’), from the perspectives of writers and tutors, respectively. The findings indicate that writers preferred online tutorials for their “convenience” and ability to provide “the same quality of support as face-to-face tutorials.” However, writers did report “points of dissatisfaction” with online tutorials, such as inflexible interactions. For example, due to the limited information obtained through the computer screen, writers felt uneasy and experienced ‘difficulty in building a collaborative relationship’ with their tutors. In contrast, tutors preferred face-to-face tutorials over online tutorials. Dialogic constraints of online tutorials were indicated by tutors and largely categorized as “difficulty in grasping writerʼs state and circumstances” and “fragmented conversation.” Tutors faced communication issues when dealing with the former constraint, including difficulty in ‘catching the writerʼs reaction,’ ‘anticipating a proper timing of supportive action,’ and ‘maintaining an appropriate distance with the writer.’Furthermore, some tutors felt disappointed with the ‘fewer opportunities to talk/learn together with other tutors’ during the transition to remote work. The manuscript also discussed the strengths of online tutorials based on the coding results of the writerʼs and tutorʼs narratives. Tutors were found to be able to bring out the writerʼs proactivity by offering them the initiative of the screen-sharing function of the video conference system (e.g., Webex Meetings), which encouraged the writerʼs text production/rewriting and the tutorʼs real-time feedback. Given the positive feedback from writers, online tutorials in writing centers are likely to be in demand. In terms of managing writing centers, it is essential to pay close attention to the working environment of tutors. For example, designing training sessions where tutors play the writerʼs role during online tutorials can improve their tutoring skills. Online tutorials that use video conference systems have the potential to promote student-centered writing support in writing centers. By leveraging their strengths, online tutorials can be an effective and accessible form of writing support for writing centers, rather than just a substitute for conventional face-to-face tutorials.
