Beyond the Anglophone Norm: Evidence from Post-Session Reports in a Multilingual Writing Center

Abstract

Post-session reports submitted by tutors after consultations constitute a fairly typical element of how tutoring is institutionalized in various writing centers. However, despite prior research agreeing on the merit of the reports as a tool to support student progress, little attention has been given to how they can reinforce the center’s mission. When treated as a form of big data, the reports provide valuable insights into institutional practices and student needs. This study investigates the role of post-session reports in a multilingual writing center - Nazarbayev University in Kazakhstan, where English is a foreign language for most students - using a mixed-methods design that includes textual analysis of the reports and an online survey administered to faculty and undergraduate tutors. The analysis of nearly 200 post-session reports revealed that multilingual students’ writing concerns largely fall into four categories: organization, brainstorming, conciseness, and grammar. While brainstorming and grammar reflect conventional challenges, organization and conciseness encompass a variety of writing issues, depending on how they are interpret-ed. Survey results showed that tutors varied in how they viewed post-session reports, with most treating them as routine administrative tasks rather than meaningful tools for reflection or feedback. This study not only identifies ways to improve current practices by evaluating student concerns and tutor perceptions, but also expands research on post-session reports by bringing in a unique geographic and institutional context.