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CASE STUDY
Teaching and learning writing skills and strategies: Part II. An empirical study on the implementation of a tutoring project for EFL learners at college level
 
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Zakład Neofilologii, PSW im. Papieża Jana Pawła II w Białej Podlaskiej, Polska
CORRESPONDING AUTHOR
Małgorzata Dąbrowska   

Zakład Neofilologii, PSW im. Papieża Jana Pawła II w Białej Podlaskiej, Sidorska, 95/97, 21-500, Biała Podlaska, Polska
Submission date: 2021-12-21
Final revision date: 2022-03-24
Acceptance date: 2022-03-25
Publication date: 2022-08-30
 
Rozprawy Społeczne/Social Dissertations 2022;16(1):0
 
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ABSTRACT
Abstract: The aim of this series of two articles is to explore the issue of teaching and learning writing, with special attention to writing at advanced levels of foreign language proficiency. Material and methods: In Part I., the authors present different approaches to writing instruction and discuss the issue of scaffolding student writers towards self-regulation. Part II. presents an empirical study on the implementation of a tutoring project for EFL learners which was integrated with a regular writing course for third year English Philology students. Results: The review of the literature on the topic and the results of the presented empirical study show that skillful implementation of one-to-one tutoring in combination with peer tutoring may help students develop foreign language writing skills and facilitate student progress towards self-regulated learning. Conclusions: The issues discussed in both articles indicate the need for guiding students towards self-regulated learning in language education through active implementation of personalized education techniques.
 
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ISSN:2081-6081