Annotated Bibliography
Prospectus: What can peer tutors do to make ESL students feel more comfortable in the learning center?
Annotated Bibliography:
Jones, Rodney H., "Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers." Journal of Second Language Writing, Volume 15, Issue 1, Pages 1-23, March 2006. https://www.sciencedirect.com/science/article/pii/S1060374305000561.
This source compares how peer-tutoring sessions with second language students have different interactional dynamics if the sessions are conducted face-to-face vs online. This source is valuable to me because it also discusses online tutoring can sometimes result in more equality between peer and peer tutor, while face-to-face sessions sometimes result in a more hierarchical session, similar to what would be expected with a non-peer tutor. This possibly something to consider implementing in the Learning Center, depending on other factors. This source comes from a journal about second language writing, so it also has some credence and is from a reliable source about the topic I am researching.
Lee, Jackie F. K., "‘Why you can’t ask a proper question?’ – The Learning Difficulties of Hong Kong ESL Students." RELC Journal, Volume 47, Issue 3, Pages 295-311, December 2016. http://journals.sagepub.com/doi/abs/10.1177/0033688216631217.
This source discusses why students from a certain region (Hong Kong) have issues with asking questions with correct grammar. Penn State Abington has a lot of students from China, where the same language is spoken, and thus, the same issues often arise here regarding incorrect grammar in questions written or posed by Chinese students. Thus, this source can serve a valuable reference when tutoring certain ESL students. This source comes from an academic journal and is a reliable source of information about the subject.
Li, Fang; Liu, Yingqin, "Can Using a Discussion-board Enhance Writing Practice for EAP/ESL Students?" Theory and Practice in Language Studies; London, Volume 8, Issue 5, Pages 467-474, May 2018. https://search.proquest.com/docview/2039214137?pq-origsite=summon.
This source is useful to me because it discusses a specific method of helping ESL writers learn, and this method may be something useful enough to incorporate into the Learning Center and possibly beyond. It was published in a language studies journal and thus qualifies as an academic source, and also its scope is a little bit more narrow than what I am researching, it is still a valuable source.
Di Loreto, Sabrina; McDonough, Kim, "The Relationship between Instructor Feedback and ESL Student Anxiety." TESL Canada Journal, Volume 31, Issue 1, Pages 20-41, 2013. https://eric.ed.gov/?id=EJ1033756.
This source discusses how feedback from instructors—including peer tutors—can sometimes worsen ESL student anxiety and can actually have a negative effect on the quality of the student's output. Anything that affects an ESL student's anxiety level or quality of output is potentially relevant to this paper and this source looks like it has some potentially very useful tips about how to give feedback in a constructive manner to ESL students. This is another academic journal source, and thus, also has a good reputation and is a reliable source of information.
Foroutan, Maryam; Noordin, Nooreen, "Effect of Dialogue Journal Writing through the Use of Conventional Tools and E-Mail on Writing Anxiety in the ESL Context." English Language Teaching, Volume 5, Issue 1, Pages 10-19, January 2012. https://eric.ed.gov/?id=EJ1078749.
This source is another discussion of the different methods of calming or inflaming ESL student anxiety in the Learning Center. Like the previous source, this one looks to have several useful tips on how to avoid accidentally making things worse by giving feedback to ESL students. Although the scope of this source is a little bit more narrow than what I am researching, this source still contains valuable insights into my topic.
Severino, Carol; Deifell, Elizabeth, "Empowering L2 Tutoring: A Case Study of a Second Language Writers Vocabulary Learning." The Writing Center Journal, Volume 31, Issue 1, Pages 25-54, 2011. https://www.jstor.org/stable/43442356?pq-origsite=summon&seq=3#metadata_info_tab_contents.
This source is a case study on one ESL student's experience with learning a second language and new vocabulary that can give me a better look at an ESL's student's perspective of things, which will increase the depth of analysis in my paper. This case study can help give a different look at a writing center, from a tutee's eyes rather than a tutor's, and can give me a more balanced perspective on what tutee's are feeling when they walk into a writing center.
Lee, Jackie F. K., "‘Why you can’t ask a proper question?’ – The Learning Difficulties of Hong Kong ESL Students." RELC Journal, Volume 47, Issue 3, Pages 295-311, December 2016. http://journals.sagepub.com/doi/abs/10.1177/0033688216631217.
This source discusses why students from a certain region (Hong Kong) have issues with asking questions with correct grammar. Penn State Abington has a lot of students from China, where the same language is spoken, and thus, the same issues often arise here regarding incorrect grammar in questions written or posed by Chinese students. Thus, this source can serve a valuable reference when tutoring certain ESL students. This source comes from an academic journal and is a reliable source of information about the subject.
Li, Fang; Liu, Yingqin, "Can Using a Discussion-board Enhance Writing Practice for EAP/ESL Students?" Theory and Practice in Language Studies; London, Volume 8, Issue 5, Pages 467-474, May 2018. https://search.proquest.com/docview/2039214137?pq-origsite=summon.
This source is useful to me because it discusses a specific method of helping ESL writers learn, and this method may be something useful enough to incorporate into the Learning Center and possibly beyond. It was published in a language studies journal and thus qualifies as an academic source, and also its scope is a little bit more narrow than what I am researching, it is still a valuable source.
Di Loreto, Sabrina; McDonough, Kim, "The Relationship between Instructor Feedback and ESL Student Anxiety." TESL Canada Journal, Volume 31, Issue 1, Pages 20-41, 2013. https://eric.ed.gov/?id=EJ1033756.
This source discusses how feedback from instructors—including peer tutors—can sometimes worsen ESL student anxiety and can actually have a negative effect on the quality of the student's output. Anything that affects an ESL student's anxiety level or quality of output is potentially relevant to this paper and this source looks like it has some potentially very useful tips about how to give feedback in a constructive manner to ESL students. This is another academic journal source, and thus, also has a good reputation and is a reliable source of information.
Foroutan, Maryam; Noordin, Nooreen, "Effect of Dialogue Journal Writing through the Use of Conventional Tools and E-Mail on Writing Anxiety in the ESL Context." English Language Teaching, Volume 5, Issue 1, Pages 10-19, January 2012. https://eric.ed.gov/?id=EJ1078749.
This source is another discussion of the different methods of calming or inflaming ESL student anxiety in the Learning Center. Like the previous source, this one looks to have several useful tips on how to avoid accidentally making things worse by giving feedback to ESL students. Although the scope of this source is a little bit more narrow than what I am researching, this source still contains valuable insights into my topic.
Severino, Carol; Deifell, Elizabeth, "Empowering L2 Tutoring: A Case Study of a Second Language Writers Vocabulary Learning." The Writing Center Journal, Volume 31, Issue 1, Pages 25-54, 2011. https://www.jstor.org/stable/43442356?pq-origsite=summon&seq=3#metadata_info_tab_contents.
This source is a case study on one ESL student's experience with learning a second language and new vocabulary that can give me a better look at an ESL's student's perspective of things, which will increase the depth of analysis in my paper. This case study can help give a different look at a writing center, from a tutee's eyes rather than a tutor's, and can give me a more balanced perspective on what tutee's are feeling when they walk into a writing center.
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