Increasing Tutor EI Skills to Improve Tutee L2 Writing

Abstract

Russian academic writing centers challenge to instill the educational nature of individual consultations (IC) adapting them to the Russian mindset. The shift from result to process writing approach is demanded. To attract more tutees and be effective, tutors in academic writing centers should not only be professionals in the field of L2 academic writing, but also possess developed Emotional Intelligence (EI) skills. Emotions influence humans’ behavior and reactions, and hence, contribute to their entire productivity. In the work context EI skills play a significant role. Mayer & Salovey (1993) developed the ability model of “emotional intelligence”, which regards EI as ”the ability to monitor one’s own and other’s emotions, to discriminate among them and to use the information to guide one’s thinking and actions.” According to the mixed model “EI is the ability to deal with social behaviors, traits, and competencies” (Mandell & Pehrwani, 2003). EI includes divergent skills to be improved in individuals who lack them (Salovey, 1997), and relates to their personal development (PD). Any individual is affected by customs, traditions and cultural norms of the society they are brought up. Therefore, methods and techniques to increase EI should be created according to an individual’s socio-cultural peculiarities. We base our approach to improve a tutor’s EI skills on Hofstede’s 6D model representing culture influence on individual’s values in the workplace. This study explores the potentialof EI in tutors' PD to improve academic writing skills in tutees in the context of professional interaction through case study method.



Author Information
Inna Anokhina, ITMO University, Russia
Iuliia Sazanovich, ITMO University, Russia

Paper Information
Conference: ACL2020
Stream: Language and Communication

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