The perceptions of tutors and tutees regarding the effectiveness of tutoring in writing centers on second/foreign language learners' writing proficiency (Record no. 19977)

MARC details
000 -LEADER
fixed length control field 02859nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210113926.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Geha, Natalia Ibrahim
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The perceptions of tutors and tutees regarding the effectiveness of tutoring in writing centers on second/foreign language learners' writing proficiency
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2008
300 ## - PHYSICAL DESCRIPTION
Extent 117 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study was to investigate tutors' and tutees' perceptions regarding the effectiveness of tutoring sessions in writing centers on second language learners' writing proficiency. The following issues were addressed: the English Language Curriculum in Lebanon, teaching methodologies in the writing classroom, second language learners' needs inside and outside the writing classroom, and the principles and practices of writing centers. Tutors' and tutees' perceptions were examined in one university writing center and one high school writing center in Lebanon. The Elise Geither questionnaire was administered to the tutors, through which they expressed their opinions concerning the effectiveness of conferencing sessions in the writing center they work in on their tutees' writing proficiency. The university was selected based on the fact that it held the only on campus university writing center in Lebanon. An identical questionnaire was also administered to the English teacher at the writing center at a school in Lebanon on the basis that this school encompassed a writing support class, referred to as a writing center, in its curriculum. The perceptions of the tutees' at both the university and high school writing centers were revealed according to two different sets of interviews designed by the researcher. Results were presented in descriptive tables indicating frequencies with collective totals and percentages. Results indicated that four out of five tutors at the university writing center and the tutor at the high school writing center perceived that tutoring sessions in writing centers positively affect second language learners' writing proficiency. In addition, all four interviewed tutees at the university writing center and four out of six tutees at the high school writing center perceived that visiting the writing center had helped improve their writing skills in the second language.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enseignement des langues Méthodes d’enseignement L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching languages Teaching Methods Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغات طرق التعليم تحصيل الطلبة
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27488">http://search.shamaa.org/FullRecord?ID=27488</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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