Mutual Growth and Engagement: Student Teacher and L2 Writer in an Asynchronous Online Writing Tutorial

• In Event: Teacher Education in Linguistically Diverse Settings: Understanding Teacher Voice and Development

Abstract

Conceptualizing written feedback as acts that a student teacher tutor took to mediate the revising and learning process of an L2 writer, this qualitative case study aims at discovering their co-construction and perception of an asynchronous online writing tutorial process. Data sources include written comments by the student teacher, writer’s drafts and revisions, the uptake sheet, and interview transcripts. Using Vygotskian sociocultural theory and speech act theory, this study reveals the complexity of tutor-writer interaction, feedback process, and mutual growth. The strategic use of direct, indirect, and conversational feedback acts constitutes dialogic feedback, provides scaffolding for the writer, and facilitates communication between the dyad. This study contributes to a new understanding of written feedback in a transnational digital context.

Author

• Pei-Jie Jenny Chen, University of Maryland - College Park