An Investigation into the Applicability of English Writing Centers in Japanese Secondary Education

2022 Fiscal Year Final Research Report

• Project/Area Number: 19K00833
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 02100:Foreign language education-related
• Research Institution: Sophia University
• Principal Investigator: Harwood Chris 上智大学, 国際教養学部, 准教授 (90816076)
• Project Period (FY): 2019-04-01 – 2023-03-31
• Keywords: Access / Inclusivity / Videoconferencing / Writing support

Outline of Final Research Achievements

To support the development of English writing proficiency, the present study investigates how writing centers can assist high school teachers and students in Japan. The research methodology includes a comprehensive review of writing center research, document analysis, interviews with tutors, observations of tutoring sessions, case studies, discourse analysis of writing samples, and thematic analysis. The findings suggest that virtual writing centers (VWCs) offer advantages, such as greater access to tutorials and the ability to implement a peer tutor model similar to the International Christian University High School writing center. Former high school students can serve as virtual tutors, establishing mentor-mentee relationships and leveraging their prior experiences with the writing assignments. Adequate training, resources, and support are crucial for the successful implementation of VWCs, with teacher involvement and defined tutor roles playing key roles.

Free Research Field

Education

Academic Significance and Societal Importance of the Research Achievements

The research is useful for all students. However, modern technology needs to be harnessed to provide greater access to all students. Leveraging videoconferencing technoology such as ZOOM to provide access to writing tutorials for students from socioeconomically disadvantaged is vital.