A Study of EFL Tutor-Student Interaction in Writing Tutorials: Exploring Discourse Features and Student Attitudes

Abstract

This study investigates the discourse features and attitudes of English as a Foreign Language (EFL) college students during one-on-one writing tutorials, framing the interaction within Vygotsky's Zone of Proximal Development (ZPD) theory for collaborative learning. Existing research primarily focuses on first language (L1) or English as a Second Language (ESL) contexts, leaving a critical gap in the understanding of Asian students in foreign language settings. To address this, we analyzed the dynamics between an EFL peer tutor and nine sophomore English majors across two argumentative essays. Dialogues from two individual tutorials per student were audio-recorded, transcribed, and analyzed for interaction patterns, supplemented by student interviews and post-questionnaires. Findings indicate that EFL students typically exhibited passive interactions compared to the tutor, who employed a diverse range of discourse features. Nevertheless, certain students showed potential for making tutorials more collaborative and student-centered. Student attitudes varied; most preferred the tutor to lead, but a minority favored a more collaborative partnership. The success of writing tutorials hinged on students' expectations, personal preferences, and learning styles, underscoring the necessity for tutors to adapt their interaction styles for each student. Findings highlight the need for balanced tutor scaffolding that fosters student agency and engagement in EFL writing contexts. They support the importance of creating a collaborative learning atmosphere and confirm the positive impact of peer tutoring on student writing.