The Korean Association for the Study of English Language and Linguistics

Korean Journal of English Language and Linguistics - Vol. 23
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Korea Journal of English Language and Linguistics - Vol. 23, No. 0, pp. 160-174
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Received 12 Jan 2023 Revised 18 Feb 2023 Accepted 21 Feb 2023
DOI: https://doi.org/10.15738/kjell.23..202302.160

Online vs. Offline Interactions During Writing Tutorials: Focusing on Korean Learners of English
Sookyung Cho
Professor, Dept. of English Linguistics and Language Technology, Hankuk University of Foreign Studies, Tel: 02) 2173-3194 (sookyungcho@hufs.ac.kr)


© 2023 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Funding Information ▼
Abstract

This study aims to explore differences found both at the surface level and at the interactional level between online and offline writing tutorials at a university located in Seoul, Korea. To date, tutors’ online interactions with tutees have not been examined as much as the offline ones, despite the surge of online teaching since the global outbreak of COVID-19. In order to examine how online and offline conditions affect tutor-tutee interactions, this study audio-recorded a total of 16 online and offline writing tutorials conducted by four different Korean writing tutors. Each tutor met two tutees twice— meeting one online and the other offline at first, and then the other way around for the second. Additionally, the tutees’ writings, including their first and revised drafts, were collected to better understand the tutor-tutee interactions. The surface-level comparison reveals that backchannels and overlaps hinder the communication in online tutorials and that tutees have limited access to the shared text because of technical limitations inherent to online communication. The interactional-level comparison shows that more collaborations occur during the offline tutorials than during the online counterpart. Based on these findings, this study argues for further technical development in the area of online courses, and suggests that both tutors and tutees need training and experience in order to efficiently communicate online.

Keywords: online, offline, writing tutorials, tutor-tutee interactions
Acknowledgments

This study was supported by Hankuk University of Foreign Studies Research Fund of 2022.

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