Each week, I spent 6-hours at the university writing center at CSU Sacramento and tutored and collaborated with students. Any student from undergraduate to graduate levels of any discipline was able to sign up for either a 30-minute or 60-minute session in a modality of their choice -- in-person, online synchronous, or online asynchronous. In a typical week, I might work with 6-12 students individually and assist them with any pre-writing, drafting, editing, or revision strategies that might benefit their work. I also modeled pre, during, or post-reading strategies to help students with reading skills.
During my third and fourth semesters in the MA TESOL program, I was paired with 1 international student for 1-1 tutoring to assist with reading skills (and vocabulary knowledge) and writing skills respectively. With 1 student from Japan, we spent most of our time reading and decoding expectations from assignment prompts and creating outlines for assignments. This included exploring genre patterns, word connotation, and background knowledge required to understand certain prompts. With 1 student from Korea, we spent our time revising and drafting written assignments for their coursework. For instance, I might provide written feedback either before or after our meetings depending on the student's needs via email, through MW/Google track changes, or on the paper itself. The following meeting, we would discuss each draft and any comments on feedback that worked well or not.
Even after I had returned to the U.S. from Japan (as seen below), I maintained contact with many people that I had met overseas. One person that I met referred their friend to me as an English Conversation tutor (also known as "eikaiwa" in Japan). After an initial, introductory Zoom meeting with them, I began tutoring 1 adult learner of English who wanted to improve their daily conversational English as well as business English. We met every week for 1-hour to discuss topics surrounding daily life, weekly habits, hobbies, business communication, and politeness.
After graduating from Chapman University, I worked for a Japanese branch of a U.S. non-profit organization called Student Impact Tokyo (or SI Tokyo) where both myself and a team of individuals would act as cultural ambassadors at various universities in Tokyo. We held English Conversation Club meetings at universities and participated in lectures, small group discussions, and student presentation feedback. I visited universities such as Rikkyo, Waseda, Hosei, Keio, Gakugei, and Todai in Tokyo. After my first year of the internship program, I was selected to be a team leader the following year. In addition to meeting with students for 1-1 meetings and club meetings, I was responsible for planning the sequence and content of our English Conversation meetings each week as well as overseeing other meetings throughout the week at other universities. A typical English Conversation day included introductions, an ice-breaker game, a "slang" or common phrase used by U.S. or Australian English speakers, theme-based content presentation, and application questions for discussion.