Language Tutor Autonomy (LTA) is a new area of research and spans a wide range of social contexts with important implications. Anyone can be a tutor, and by doing so, they can learn by teaching. LTA can potentially may have many practical applications and, therefore, should be subject to further investigation. This study used interviews to understand LTA from the tutors’ perspective. The context was a peer tutoring program at an international university in Japan specializing in self-access learning. 11 tutors participated in the research, who are all undergraduate (2nd to 4th year) students enrolled in the university. A qualitative approach using semi-structured interviews was employed in order to understand how their teaching as tutors influences their learning as students, and, primarily, to identify unique aspects of LTA. The results were organized according to interview questions concerning: (1) dealing with difficulty, (2) preparing for weekly sessions, (3) sharing experiences (beyond teaching English) and (4) developing personally from the tutoring experience. The paper will offer a model of LTA and a framework for future research and practical applications in self-access learning settings, including peer teaching and learning advising.

1. Categorizing findings on
Language Tutor Autonomy
(LTA) through interviews
TOMOYA SHIRAKAWA

2. Categorizing findings on
Language Tutor Autonomy
(LTA) from interviews
TOMOYA SHIRAKAWA

3. Context
Peer Tutoring Program at KUIS
Organized by Academic Success Center (ASK)
They engage in 10 sessions a semester with fixed groups.
ASC provides three courses based on needs from tutees;
The TOEFL program, TOEIC program and Basic English program
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

4. Motivation to the study
I am a tutor
Lerner autonomy and teacher autonomy
Tutors are positioned somewhere in between
learners and teachers.
12/16/17
TOMOYA: 3141326@KUIS.AC.JP

5. Methodology
Qualitative approach
Semi-structured interview
4 questions & more when necessary
11 participants (tutors)
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

6. 12/16/17 TOMOYA: 3141326@KUIS.AC.JP
Sessions TOEFL/ TOEIC Experience
Tutor 1 8 TOEFL
Tutor 2 8 TOEFL Cram school
Tutor 3 7 TOEIC
Tutor 4 27 TOEFL
Tutor 5 16 TOEFL Cram school
Tutor 6 48 TOEFL
Tutor 7 16 TOEFL
Tutor 8 8 TOEIC
Tutor 9 7 TOEIC
Tutor 10 8 TOEFL
Tutor 11 16 TOEFL Studying abroad
Table 1: The number of sessions completed by each tutor and their working
background

7. 12/16/17 TOMOYA: 3141326@KUIS.AC.JP
8 8 7
28
16
48
16
8 7 8
16
TOEFL
73%
TOEIC
27%
Figure 1: Sessions completed by each tutor Figure 2: Proportion of TOEFL and TOEIC tutors

8. Data presentation and analysis
Question 1: Do you find any difficulty in the tutoring session, and
how do you deal with it?
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

9. Data presentation and analysis
Question 1: Do you find any difficulty in the tutoring session, and
how do you deal with it?
◦ a) “It is gradually getting okay, but the distance between me and tutees
was a difficulty at first. They look nervous, so I allow some time to have
a free-talk.” (Tutor 5)
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

10. Data presentation and analysis
Question 1: Do you find any difficulty in the tutoring session, and
how do you deal with it?
◦ b) “They (tutees) don’t appeal that they don’t understand. They just say
“yes”, but I am not sure whether or not they actually understand, so I
ask them why they choose the answer.” (Tutor 10)
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

11. Data presentation and analysis
Question 2: How do you prepare for the weekly session?
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

12. Data presentation and analysis
Question 2: How do you prepare for the weekly session?
◦ e) “I have to explain the reason, so I get ready to be able to explain
every question. Also, I look up on the Internet so that I can add extra
information.” (Tutor 8)
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

13. Data presentation and analysis
Question 4: Is there anything that you developed or improved
about yourself?
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

14. Data presentation and analysis
Question 4: Is there anything that you developed or improved
about yourself?
g) “I realized that I didn’t really understand. I didn’t really think of
reasons.” (Tutor 2)
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

15. Data presentation and analysis
Question 3: Do you tell or teach anything besides English?
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

16. Data presentation and analysis
Question 3: Do you tell or teach anything besides English?
◦ f) “I teach how I learned English, for example using DVD or reading
novels. TOEFL is not very exciting and I don’t want them (tutees) study
only for TOEFL. I want them to study with some fun.” (Tutor 6)
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

17. Conclusion
Category Definition
A. Advisor/ Motivator To give tutees advice, and to motivate tutees.
B. Responsibility To feel a sense of duty and try to fulfill the responsibility.
C. Self-regulation
To manage their time and plan/ organize weekly
sessions.
D. Self-development To feel improvements in their skills and motivation.
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

18. Conclusion
12/16/17 TOMOYA: 3141326@KUIS.AC.JP
Learner autonomy Teacher autonomy
A
C
B
D

19. Application
Anyone can be a tutor
Independent & social learning
In the classroom, let student talk instead of “Do you understand?”
They can learn by teaching
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

20. Limitations & Suggestions
More research needed in different context
More research concerning individual differences needed
Motivation
Professionality (commitment)
12/16/17 TOMOYA: 3141326@KUIS.AC.JP

21. 12/16/17
Thank you for listening!
Tomoya Shirakawa
3141326@kuis.ac.jp