@article{oai:icu.repo.nii.ac.jp:00002656,
 author = {Takaesu, Asako and Sudo, Mikiko and Christianson, Mark},
 journal = {語学研究, ICU Language Research Bulletin},
 month = {},
 note = {In the English Language Program (ELP) at International Christian University (ICU),
teacher-learner conferences called “tutorials” for reading and writing classes are an
important part of the current ELP curriculum. Tutorial hours are built into
instructors’ schedules and the average student attends 16 to 18 conferences of
approximately 15 minutes each during the first year. This paper reports the results
of a recent survey conducted for the purpose of evaluating and improving the
effectiveness of the tutorial system at ICU. Responses were received from 81
students and more than 90% of respondents indicated they felt tutorials were useful
for improving their reading and writing skills. However, at the same time, many
issues emerged as well, including 1) the need to explain tutorial systems and
policies to students more effectively, 2) the need to reduce student anxiety toward
tutorials, possibly by flexibly using group tutorials and Japanese language in some
cases, and 3) the need to improve the integration of tutorials into the long-term
development of students as autonomous life-long readers and writers. Based on an
analysis of the survey results, some ideas for improving the effectiveness of
teacher-learner conferences at ICU and other college ELP programs are proposed.},
 pages = {1--17},
 title = {"Some Tutorials Were Only Scarily" Students' Perceptions of Teacher-Learner Conferences Within a Japanese University ELP Program},
 volume = {25},
 year = {2011}
}