Abstract In writing center studies, research has mainly focused on interactions between native English-speaking tutors and their tutees, and there remains a paucity of research exploring identities and challenges of non-native English speaking writing center tutors. Drawing on notions of student stances and motives from peer feedback research, this study investigated how Japanese graduate student writers evaluated their English writing tutorials with non-native tutors at a Japanese university. Four tutoring sessions were audio-recorded and post-tutorial interviews were conducted with both tutors and tutees to examine their stances and motives. In analyzing the data, it was found that certain conditions needed to be met for the positive evaluation of tutorials with non-native tutors: (a) the match between tutor and tutee motives, (b) tutees’ preference of particular tutoring strategies, and (c) a trust in the tutor’s writing, but not necessarily their language expertise. The findings suggest that what played into these conditions was the tutor’s projected stance as a non-native tutor with expertise in higher-order issues (e.g., textual organization and coherence), which impacted their display of knowledge and tutees’ perceptions.

中文翻译：

---

日本写作中心学生对非英语母语导师的看法

摘要 在写作中心研究中，研究主要集中在母语为英语的导师与其学生之间的互动上，而对于非母语英语写作中心导师的身份和挑战的研究仍然很少。本研究借鉴了来自同行反馈研究的学生立场和动机的概念，调查了日本研究生作家如何评估他们在日本大学与非母语导师的英语写作教程。对四次辅导课程进行了录音，并与导师和学生进行了辅导后访谈，以检查他们的立场和动机。在分析数据时发现，对于非母语导师的辅导的正面评价需要满足某些条件：(a) 导师和学生动机之间的匹配，(b) 学生对特定辅导策略的偏好，以及 (c) 信任导师的写作，但不一定是他们的语言专业知识。研究结果表明，影响这些条件的是导师作为非母语导师的预期立场，在更高层次的问题（例如，文本组织和连贯性）方面具有专业知识，这影响了他们的知识展示和学生的看法。