Grant T. Eckstein

Assistant Professor, ESL Area Coordinator, Linguistics

4071 JFSB

801-4225946

Curriculum Vitae

Research Areas: , , ,

Teaching Experience

My teaching philosophy, informed by experiences as a language instructor prior to starting at BYU, can be summarized in a line by William Butler Yeates: “Education is not the filling of a pail, but the lighting of a fire” (as quoted in Osguthorpe & Osguthorpe, 2009). I believe that a teacher’s role is to help students want to learn and then to provide support that fosters success.

In 2020, I received BYU’s prestigious Early Career Teaching Award, a university-level distinction.

Research

My research agenda has four major areas of focus:

  •  Second language writing development
  •  Writing Center praxis
  • Language teaching and curriculum
  •  Language assessment

The central question of my research, and which connects these areas of focus, is this: How can teachers/tutors/assessors best help non-native English (L2) speakers develop their English language ability? In order to answer this question, it is important to know how L2 speakers differ from native-English (L1) speakers, so much of my research examines these distinctions and applies them to writing and tutoring approaches, language curricula, and assessment practices.

I also research elements of L2 reading using eye-tracking methods.

Much of my research is collaborative with undergraduate and graduate students.

Selected Publications

  •  Eckstein, G., Sims, M., & Rohm, L. (2020). Dynamic written corrective feedback among graduate students: The effects of feedback timing. Canada TESL, 37(2), 78-102.
  •  Ferris, D. & Eckstein, G. (2020). Language matters: Examining the language-related needs and wants of writers in a first-year university writing course. Journal of Writing Research, 11(2), 321-364. https://doi.org/10.17239/jowr-2020.12.02.02
  • Eckstein, G., Miner, S., Watkins, K., James, J., Sims, M., Baker, A., & Grahl, L. (2020). Reading Academic Citations: How Professors and Graduate Students Read for Different Purposes. Reading Matrix, 20(1), 1-19.
  • Eckstein, G. (2019). Directiveness in the Center: L1, L2, and Generation 1.5 Expectations and Experiences. Writing Center Journal, 37(2), 61-92.
  •  Eckstein, G., Schramm, W., Noxon, M., & Snyder, J. (2019). Reading L1 and L2 writing: An eye-tracking study of TESOL rater behavior. TESL-EJ, 23(1), 1-24.
  • Eckstein, G., Casper, R., Chan, J., & Blackwell, L. (2018). Assessment of L2 student writing: Does teacher disciplinary background matter? Journal of Writing Research, 10(1), 1–23.
  • Eckstein, G. (2018). Re-examining the tutor informant role for L1, L2, and immigrant writers. The Peer Review, 2(2).
  • Eckstein, G., & Ferris, D. (2018). Comparing L1 and L2 texts and writers in first-year composition. TESOL Quarterly, 52(1), 137-162.. DOI: 10.1002/tesq.376.
  • Eckstein, G. (2018). What students want in a tutorial: mainstream, international, and immigrant writers. Writing Lab Newsletter, 42(7-8), 17-23.
  • Eckstein, G., Evans, K., Moglen, D., & Whitener, W. (2017). Graduate writing groups: An interdisciplinary approach to writing productivity. Journal of Teaching English for Specific and Academic Purposes, 5(1), 1-11. DOI: 10.22190/JTESAP1701001E.
  •  Ferris, D., Eckstein, G., DeHond, G. (2017). Self-directed language development: A study of first-year college writers. Research in the Teaching of English, 51(4), 418-440.
  •  Eckstein, G. (2016). Grammar correction in the writing center: Expectations and experiences of monolingual and multilingual writers. Canadian Modern Language Review, 72(3), 360-382.

Service

I am the associate editor of the Journal of Response to Writing and serve on the editorial boards of the Journal of Second Language Writing and TESL-EJ while reviewing for more than a dozen other journals.

I served a term as president of the regional ITESOL professional organization.

Citizenship assignments

  • Revision of BYU’s graduate TESOL practicum
  • Revision of BYU’s undergraduate TESOL practicum
  • Evaluation of BYU’s Elang 150 curriculum
  •  Evaluation of the Linguistics Department teaching assistant program
  •  More than two dozen thesis committee assignments