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Tutors’ and Learners’Attitudes and Practices in the Writing Centers at the College of Languages and Translation\u003Cbr>Talal Musaed Alghizzi, Tahani Munahi Alshahrani*\u003Cbr>College of Languages and Translation, Al-Imam Muhammad Ibn Saud Islamic University, Riyadh, Saudi Arabia Corresponding Author: Tahani Munahi Alshahrani, E-mail: [tmalshahrani@imamu.edu.sa](tmalshahrani@imamu.edu.sa) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>This study investigates EFL Saudi male and female learners’ and tutors’ attitudes and practices in the Writing Centers at the College of Languages and Translation (CLTWCs) at Al-Imam Muhammad Ibn Saud Islamic University to determine the effectiveness of such centers. Infact, understanding EFL learners’ needs is believed to eliminate some of the persistent writing challenges for such learners; and therefore this study seeks to explore the relatively new established CLTWCs to improve their services. Thus, in order to answer the study’s two questions regarding the attitudes and practices of both tutors and learners, a cross-sectional quantitative research design was adopted by designing and administering two questionnaires among 29 faculty members (F = 18, M = 11) working in the centers and 217 students (F =112, M=105) visiting them. These questionnaires addressed demographic information, attitudes, and practices in the form of open-ended and/or closed-ended questions along with five Likert-Scale statements. The results showed that learners expressed a highly positive attitude toward the centers which could be attributed to the tutors. These tutors were reported to have excellent performance and professionalism during the sessions they had with the learners in question. Additionally, the findings cautiously suggest the importance of regular visits and motivation for students in order to obtain the desired and expected benefits of the centers. |\n| Article history\u003Cbr>Received: May 24, 2020\u003Cbr>Accepted: July 20, 2020\u003Cbr>Published: August 31, 2020\u003Cbr>Volume: 11 Issue: 4\u003Cbr>Advance access: August 2020 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Writing Center,\u003Cbr>EFL Learners, Writing, Tutors,\u003Cbr>Tutoring, Attitudes, Practices |  |\n\nINTRODUCTION  \nIn recent years, there has been a growing shift at universities to improve learners’ writing and employ teaching strategies that develop the writing quality of learners. Such a shift contributes to providing EFL learners with support and assistance. Establishing writing centers (WCs hereafter) is oneof the dramatic shifts that is considered a driving force for producing positive change in the area of developing writing (Myatt & Gaillet, 2017) . Although WCs were founded more than forty years ago, researchers are still trying to enhance their effective role. In fact, EFL university learners are considered a vocal source of shaping the optimal learning environment (Dafouz & Camacho-Minano, 2016) .  \nGenerally, most research on WCs has investigated the role of WCs, the relationship between WCs and libraries, learners’ attitudes and the development of WCs (e.g., Galbraith, Merrill, & Kline, 2012; McNatt, 2010) . These studies were applied to native English speakers only. Recently, the growth of WC in the EFL environment has become extremely prominent, which has led to the need for more rigorous research on this area (Tiruchittampalam, Ross, Whitehouse, & Nicholson, 2018) . Therefore, the aim of this study  \nis to investigate the attitudes of both tutors and learners, and to explore tutors’ practices at the College of Languages and Translation Writing Centers (CLTWCs) . While these two issues have been highlighted often separately in different studies, this study examined both tutors’ and learners’ attitudes and practices in the CLTWCs. Handling such issues is thought to yield fruitful results since the existence of the CLTWCs is co","cbCaibwkjWHVN2uc","https://ap.wps.com/l/cbCaibwkjWHVN2uc","pdf",532741,14,"English","# Introduction\n# Literature Review\n## Writing Centers: Theoretical Background\n## The Role of EFL Writing Centers\n# Article Information","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine EFL tutors’ and learners’ attitudes and to explore tutors’ practices in the CLTWCs, assessing the centers’ effectiveness.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A cross-sectional quantitative design was used with two questionnaires for 29 faculty members and 217 students visiting the centers.\"},{\"question\":\"What did the results show about learners’ attitudes?\",\"answer\":\"Learners expressed a highly positive attitude toward the centers, which the study attributes to tutors’ performance and professionalism during sessions.\"}]","EFL Tutors’ and Learners’ Attitudes and Practices in the Writing Centers at the College of Languages and Translation - Article | PDF",1792068629,35]