Exploring Algerian Efl Master Graduates' Perceptions Towards Synchronous Writing Tutoring
Keywords:
Academic writing, English as a foreign language, online one-to-one consultations, online writing centres, synchronous virtual tutoringAbstract
This study reports on online writing centres' research as a technology-related support tool for EFL writing instructors. It investigates the efficacy of introducing synchronous one-to-one writing tutoring to support EFL Master graduates from different Algerian Universities in preparing for the doctoral contest of the academic year 2024-2025. The primary objective of this study; thus, is to explore Algerian EFL Master's graduates' attitudes toward the online writing tutoring approach. To this end, the study employs an exploratory, descriptive and correlational design, centring on virtual tutoring sessions as the core intervention. It incorporates document analysis to compare students’ pre- and post-consultation drafts and a post-consultation feedback questionnaire. The findings reveal that online writing tutoring positively impacted students' understanding of academic writing, which, in turn, fostered positive attitudes toward it as a valuable support for their writing development. This underscores the efficacy of the target innovative pedagogy for language education, offering practical implications for educators seeking to improve EFL students’ writing skills.
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