Tutoring EFL Students in Portugal: Rethinking writing center methodology
DOI:
https://doi.org/10.36505/ExLing-2020/11/0019/000434Keywords:
EFL, Academic Writing, Writing Center Methodology, PortugalAbstract
The writing center at the University of Lisbon adopts a widely implemented tutoring model—a non-directive approach, focusing on content and organization (higher-order concerns), and grammar and vocabulary (lower-order concerns). This study aims to challenge this model from an English as a Foreign Language (EFL) perspective by reporting and analyzing the results of a qualitative survey of 6 tutors regarding their work at the center. Results show that although all tutors comply with the imported tutoring model, most report difficulties in implementing one or both of its central principles. Therefore, EFL writing centers should harbor a flexible methodology wherein addressed concerns are context-dependent and constantly renegotiated during writing sessions, which could have pedagogical implications in the EFL classroom.
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