Peer Learning and Academic Standing in Japanese Writing Centers: Preliminary Findings

Abstract

This preliminary research shows incidences of positive true peer learning during tutoring sessions in writing centers at Japanese universities. In most writing centers at Japanese universities, tutors are required to be graduate students. There is a preconceived notion among some administrative staff and some faculty that undergraduate students are unable to properly assist each other because someone must always be in the “teacher role” and someone must always be in the “learner role”. This assumption, often referred to as peer teaching, is in direct conflict with the foundation of peer learning (Boud, Cohen, Sampson, 2001). Most writing centers allow graduate students to tutor other graduate students and in some cases even faculty members, but undergraduates are usually prohibited from formally assisting other undergraduates. In order to discuss the case for more authentic peer learning, this paper first defines peer learning and identifies how it should take place within a sample tutoring session. To further illustrate this point, several tutoring sessions at a Japanese university writing center have been analyzed and examples of peer learning through conversation were examined. The tutors in the sessions were of a similar or lower academic standing than the writer (i.e. – graduate student tutor assisting a faculty member writer, and so on). The paper concludes with the argument for more acceptance of true peer learning opportunities in writing centers at Japanese universities.