"I Don’t Know" Moments in Chinese Tutoring Sessions

What is it about?

This article explores how tutees in one-on-one Chinese tutoring sessions show that they lack certain knowledge—whether by shaking their heads, saying “I don’t know,” or expressing uncertainty. The study finds that these moments most often occur during vocabulary checks or when responding to knowledge-based questions. The examples reveal the subtle ways such moments unfold: tutees may state their lack of knowledge directly, pause to reflect before replying, or point out the limits of what they know. In response, tutors use a range of strategies to bridge these gaps, sustain engagement, and keep the lesson progressing. The analysis highlights how both tutees and tutors address immediate challenges in a one-on-one learning setting.

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Photo by Gabrielle Henderson on Unsplash

Photo by Gabrielle Henderson on Unsplash

Why is it important?

Understanding how tutees show uncertainty and how tutors respond is key to supporting negotiation and personal interaction in one-on-one language teaching. These “I don’t know” moments are not just signs of difficulty—they are opportunities for tutors and tutees to negotiate meaning, clarify understanding, and build shared knowledge. This study examines how tutees signal what they don’t know and how tutors address these gaps, turning moments of uncertainty into learning opportunities. In personalized one-on-one settings, handling these moments effectively can strengthen rapport, boost confidence, and create more space for meaningful, negotiated learning.