本研究以Mackiewicz和Thompson（2018年）的研究為框架，來探討一系列線上輔導課中英語輔導老師與學生之間的互動，以及學生在一個學期內對其寫作草稿的後續修訂。本研究分析了六次線上輔導課、六份寫作稿，以及學生針對六個寫作任務所做的後續修訂。研究結果顯示，寫作任務對英語輔導老師的策略和問題辨識沒有明顯影響。然而，研究結果指出學生有效地納入了英語輔導老師的建議，並且寫作品質有顯著提升。線上英語輔導課中，英語輔導老師起初較關注文本的修辭面向，隨後將焦點轉移到句子層次的問題，同時在輔導過程中採用了更多的指導策略，而非認知和激勵支持策略。學生在修訂時偏好納入句子層次的建議，而非文本層次的建議。與此同時，學生的寫作隨著時間的推移，在文本層次和句子層次上都展現出與英語輔導老師反饋直接相關的改進。整體而言，本研究凸顯了提供對學生寫作能力和需求具有回應性的線上輔導的重要性，這一點在英語輔導老師和學生互動中得到了證實。

This study employs Mackiewicz and Thompson’s (2018) research as a framework to examine the interactions between a tutor and a tutee during a series of online tutoring sessions as well as the subsequent revisions made by the tutee to his writing drafts over a semester. The study analyzes six online tutoring sessions, six writing drafts, and the following revisions composed by the tutee for six writing tasks. The results of the study indicated that the writing tasks did not have a significant impact on the tutor’s strategies and identification of problematicity. However, the findings did suggest the tutee’s effective incorporation of the tutor’s advice and a noticeable enhancement in the quality of the tutee’s writing. The tutor in the online tutoring sessions initially paid more attention towards the rhetorical aspects of the texts and subsequently shifted the focus toward sentence-level issues while simultaneously employing more instruction strategies to tutoring than cognitive and motivational scaffolding strategies. The tutee tended to incorporate more sentence-level suggestions into his revisions as opposed to text-level ones. Meanwhile, the tutee’s writing showed improvements in both text-level and sentence-level aspects directly associated with the tutor’s feedback over time. Overall, the study highlights the significance of providing online tutorials that is responsive to tutees’ writing abilities and needs, as evidenced during tutor and tutee interactions.

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