How is different instructional feedback for academic writing realized in two different tutoring contexts? What is the effect of these different approaches on Korean international students studying in the United States? This research observed the interactions between tutors and tutees in the writing center (WC) and the ESL lab (EL), which have different approaches. This research is a small case study that observed multiple tutoring sessions. Four Korean international students at Michigan State University visited the WC and EL both to receive feedback on their papers. The WC and EL have different purposes for helping student writers, and their different approaches show distinctive features regarding interaction. Tutoring sessions in the WC and EL resulted in several differences - structure of the session, types of feedback, and reflections on the sessions from the student writers. This research is expected to shed light on some of the differences between general writing centers and ESL-specific labs.
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