Towards a better understanding of an academic success center in an EMI context

This project aimed to evaluate the effectiveness of an academic success center at a Japanese public university, in terms of the reciprocal learning that took place during academic writing and reading tutorials and the academic achievement of tutees. Using a multi-method design, the researchers analyzed feedback data from tutors and tutees, and Grade Point Averages (GPA) of tutees and non-users.Questionnaire feedback from both peer tutors and tutees was analysed to understand what learning took place during sessions . The results from one semester of data collection and examples of learning shared by tutors and tutees on the feedback forms are explained. Additionally, a one-way ANOVA was conducted to compare GPA at the beginning and end of the semester, along with changes in GPA of tutees and non-users. This paper aims tocontribute to better understanding the role for academic success centers, especially in relation to the growing context of English-medium instruction.