Grant Eckstein
Biographic Data
| ID | 5997722 |
|---|---|
| NAME | Grant Eckstein |
| GIVEN NAMES | Grant |
| FAMILY NAME | Eckstein |
| SIGNATURE | ECKSTEIN G |
| AFFILIATIONS | Brigham Young University, Provo, UT, USA |
| ORCID | 0000-0002-3667-4571 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Varying Perceptions of Tesol Instruction from Experts, Peers, and Learners
This study investigates the comparative value of feedback provided by expert teachers, peer teachers, and language learners within TESOL practicum settings. Drawing on data from 738 feedback comments on two video‐recorded lessons, the research explores variations in the quantity, type, tone, and evaluative content of feedback among the three groups. Results indicate that expert teachers gave the most extensive and pedagogically grounded feedback,…
The impact of rubric training on students’ self-efficacy and self-regulated learning
While ESL writing teachers often deal with a heavy feedback workload on student writing, training students to self-assess their own work can ease the burden and empower students, especially if self-assessment increases self-efficacy and self-regulation. A self-assessment method is rubric training where teachers guide students in reading and grading sample essays. This research explores whether rubric training leads to positive emotional and regul…
How Does the Language Control of L1 and L2 Writers Develop Over Time in First-Year Composition
Most U.S. colleges and universities expect students to improve their writing ability by taking first-year composition (FYC) courses. In such courses, non-native English (L2) writers with diverse language backgrounds study alongside their native English (L1) speaking peers. However, it is not clear how different these populations are in terms of their language development over time, leaving questions unanswered about whether L2 writers develop mor…
Comparing L1 and L2 Texts and Writers in First‐Year Composition
Scholars have at various points discussed the needs of second language (L2) writers enrolled in “mainstream” composition courses where they are mixed with native (L1) English speakers. Other researchers have investigated the experiences of L2 writers in mainstream classes and the perceptions of their instructors about their abilities and needs. Little research, however, has directly compared L1 and L2 students (mostly Generation 1.5) taking compo…
Self-Directed Language Development: A Study of First-Year College Writers
Students in first-year composition (FYC) courses are expected to control the mechanics, vocabulary, style, and grammatical accuracy of their writing. Yet language development support, particularly that of grammar instruction in US FYC courses, has largely disappeared in recent decades, due in part to suppositions that students implicitly know grammar. This assumption is problematic given the increasing number of multilingual writers enrolling in …
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Self-Directed Language Development: A Study of First-Year College Writers
Students in first-year composition (FYC) courses are expected to control the mechanics, vocabulary, style, and grammatical accuracy of their writing. Yet language development support, particularly that of grammar instruction in US FYC courses, has largely disappeared in recent decades, due in part to suppositions that students implicitly know grammar. This assumption is problematic given the increasing number of multilingual writers enrolling in …
Comparing L1 and L2 Texts and Writers in First‐Year Composition
Scholars have at various points discussed the needs of second language (L2) writers enrolled in “mainstream” composition courses where they are mixed with native (L1) English speakers. Other researchers have investigated the experiences of L2 writers in mainstream classes and the perceptions of their instructors about their abilities and needs. Little research, however, has directly compared L1 and L2 students (mostly Generation 1.5) taking compo…
How Does the Language Control of L1 and L2 Writers Develop Over Time in First-Year Composition
Most U.S. colleges and universities expect students to improve their writing ability by taking first-year composition (FYC) courses. In such courses, non-native English (L2) writers with diverse language backgrounds study alongside their native English (L1) speaking peers. However, it is not clear how different these populations are in terms of their language development over time, leaving questions unanswered about whether L2 writers develop mor…
The impact of rubric training on students’ self-efficacy and self-regulated learning
While ESL writing teachers often deal with a heavy feedback workload on student writing, training students to self-assess their own work can ease the burden and empower students, especially if self-assessment increases self-efficacy and self-regulation. A self-assessment method is rubric training where teachers guide students in reading and grading sample essays. This research explores whether rubric training leads to positive emotional and regul…
Varying Perceptions of Tesol Instruction from Experts, Peers, and Learners
This study investigates the comparative value of feedback provided by expert teachers, peer teachers, and language learners within TESOL practicum settings. Drawing on data from 738 feedback comments on two video‐recorded lessons, the research explores variations in the quantity, type, tone, and evaluative content of feedback among the three groups. Results indicate that expert teachers gave the most extensive and pedagogically grounded feedback,…
Mathematics education (4 works) · Psychology (4 works) · Computer Science (3 works) · Discourse Analysis in Language Studies (3 works) · EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Second Language Acquisition and Learning (3 works) · Lexical Diversity (2 works) · Pedagogy (2 works) · Perception (2 works)