Identity Development of Korean Writing Tutors of English : Working on the Border

Abstract

This study examines the identity development of Korean graduate students who worked as tutors of English writing at a Korean university, outside of the context of a writing studio. While many studies have been conducted to better understand the experiences of writing tutors at writing centers, several scholars have emphasized the importance of examining the identity construction of writing tutors who work outside writing centers. They argue that these tutors have more flexibility in developing their own identities compared with writing center tutors, who are more likely to have predetermined roles required of them by writing centers. This study, therefore, focuses on four graduate students who received training on giving feedback in a graduate course and tutored undergraduate students. The analysis of interview data and their feedback to tutees' written texts illustrates that these four graduate students felt insecure as writing tutors, but that they utilize their perspectives as both teacher and student when giving feedback. According to Lave and Wenger's situated learning, these tutors are taking steps towards full participation from legitimate peripheral participants by participating in the community of practice. Further studies can investigate how writing tutors develop and change their identities across other multilingual and local contexts.

The Strategic Use of Withdrawal by Korean Tutors of English Writing

“…For example, after examining Korean tutors' interactions with their Korean tutees, Kim (2014, 2017) found that, for the purpose of helping the tutees to understand feedback as well as to identify solutions on their own, the tutors often referred to direct translation from L1 to L2 or vice versa, which is a strategy utilized only among tutors and tutees who share the same native language background. Cho (2019), in a study examining Korean writing tutors' identity development, implied that NNS tutors have developed peculiar identities as writing tutors: they feel like they are straddling a border, as they identify themselves neither as writing instructors nor as native speakers of English. Their insecurity was represented in their written feedback: they preferred indirect feedback and hedged comments because of their lack of confidence as tutors who had no experience of tutoring writing.…”

“…Their insecurity was represented in their written feedback: they preferred indirect feedback and hedged comments because of their lack of confidence as tutors who had no experience of tutoring writing. Cho (2019) only investigated their written feedback, but their interactions with tutees are also worth exploring to see whether their peculiar identities as NNS tutors may lead them to use specific strategies while working with their tutees. To add to this understanding, this study explores what strategies NNS tutors use during their tutorials and how their use of a certain strategy relates to their identities as writing tutors.…”