Between Technological Endorsement and Resistance: The State of Online Writing Centers

Neaderhiser, Stephen E.; Wolfe, Joanna

doi:10.7771/2832-9414.1670

Cited by 8 publications

(3 citation statements)

References 2 publications

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“…Likewise, synchronous consultations entail live and instantaneous communication between involved parties through teleconferencing software. Among the few universities that offered consultations prior to 2020, approximately 90% of them used asynchronous (time-delayed) support through rudimentary mediums such as email (Neaderhiser & Wolfe, 2009). At the time, a debate ensued regarding the role of online consultations and whether asynchronous or synchronous methods were most effective for self-access learning (Andersson & Nakahashi, 2019).…”

Section: Online Resources and Consultationsmentioning

confidence: 99%

“…Nevertheless, the drawback of the time delay is that it limits stakeholders' ability to talk freely and not be uninterrupted (Neaderhiser & Wolfe, 2009). It can also make it challenging to clarify any confusing points (Denekamp, 2016), and maintaining appropriate response times can be difficult for overworked instructors.…”

Section: Online Resources and Consultationsmentioning

confidence: 99%

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The Future Role of Online Consultations Within Self-Access Learning

Andersson¹,

Nakahashi²

2023

SISAL

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In response to COVID-19, Japanese self-access learning centers (SALCs) rapidly shifted their in-person consultations entirely online. While online consultations were scarce prior to 2020, there still existed few attempts. Yet, this prior history has not been considered in recent studies. Additionally, while researchers have recently addressed the role of online consultations, there is insufficient data from students regarding their experiences and future needs. Instead, the discussion has positioned online consultations as a temporary solution without considering their continuation. Therefore, this study assesses the effects that online consultations have had on students and addresses their future role, considering the history while soliciting students’ perceptions. Data collection included a survey consisting of closed and open-ended questions administered to eighteen students at a university in Japan who voluntarily participated in multiple online consultations at a self-access facility. The main findings indicate that students would still prefer to attend online consultations in the future and see them as playing an integral role in their self-access learning. Additionally, students’ experiences with online consultations have been positive, and motivation and language learning are unhindered.

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Section: Online Resources and Consultationsmentioning

confidence: 99%

Section: Online Resources and Consultationsmentioning

confidence: 99%

The Future Role of Online Consultations Within Self-Access Learning

Andersson¹,

Nakahashi²

2023

SISAL

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“…While much is already known about online asynchronous sessions (Kourbani, 2018;Mick & Middlebrook, 2015;Neaderhiser & Wolfe, 2009;Severino & Prim, 2015;Weirick et al, 2017), little empirical research has focused on online synchronous sessions, likely because they are typically considered similar to face-to-face sessions. However, as noted by Kastman, Breuch, and Racine (2000), the strategies used in face-to-face sessions, including the use of suggestions, cannot be easily transferred to online synchronous consultations.…”

mentioning

confidence: 99%

A Case Study on the Uptake of Suggestions in Online Synchronous Writing Center Sessions

Muranova¹,

Koltovskaia²,

Miller³

2023

TESL-EJ

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Despite suggestions being a common speech act used by writing center tutors, very limited research is available on the use of suggestions in online writing center practice. Drawing upon multiple sources of data including the chat transcript, screen recording of the session, and final revised version of the writer’s text, this case study explores the types and frequency of the suggestion strategies employed by a tutor and the degree of writer uptake of tutor suggestions in a synchronous online writing center session. The findings indicate that the tutor’s use of suggestions throughout the session only led to a partial revision of the writer’s text. While factors contributing to the partial revision include overuse of indirect suggestion linguistic realization strategies (SLRSs) and addressing multiple errors at the same time, using multiple and more direct SLRSs appeared to contribute to successful uptake. The observations of the study suggest that, in order to increase the degree of uptake, tutors might consider addressing one error at a time, utilizing multiple suggestion strategies per error and focusing on using more direct rather than indirect suggestion strategies in order to provide suggestions more effectively in online synchronous writing center sessions.

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Digital Histories of Writing Lab Newsletter, Writing Center Journal, and Praxis: A Writing Center Journal

Buck

2017

Open-Access, Multimodality, and Writing Center Studies

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Between Technological Endorsement and Resistance: The State of Online Writing Centers

Cited by 8 publications

References 2 publications

The Future Role of Online Consultations Within Self-Access Learning

The Future Role of Online Consultations Within Self-Access Learning

A Case Study on the Uptake of Suggestions in Online Synchronous Writing Center Sessions

Digital Histories of Writing Lab Newsletter, Writing Center Journal, and Praxis: A Writing Center Journal

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