| Comparing L1 and L2 texts and writers in first‐year composition G Eckstein, D Ferris tesol QUARTERLY 52 (1), 137-162, 2018 | 98 | 2018 |
| A correlation of pronunciation learning strategies with spontaneous English pronunciation of adult ESL learners GT Eckstein Brigham Young University, 2007 | 86 | 2007 |
| Implementing and evaluating a writing conference program for international L2 writers across language proficiency levels G Eckstein Journal of Second Language Writing 22 (3), 231-239, 2013 | 51 | 2013 |
| Self-directed language development: A study of first-year college writers G Ferris, D., Eckstein, G., DeHonde Research in the Teaching of English 51 (4), 418-440, 2017 | 40 | 2017 |
| Multi-draft composing: An iterative model for academic argument writing G Eckstein, J Chariton, RM McCollum Journal of English for academic purposes 10 (3), 162-172, 2011 | 28 | 2011 |
| Grammar correction in the writing centre: Expectations and experiences of monolingual and multilingual writers G Eckstein Canadian Modern Language Review 72 (3), 360-382, 2016 | 23 | 2016 |
| Language matters: Examining the language-related needs and wants of writers in a first-year university writing course D Ferris, G Eckstein Journal of Writing Research 12 (2), 321-364, 2020 | 20 | 2020 |
| The interaction of theory, philosophy, and practice in ESL writing conferences. G Eckstein CATESOL Journal 24 (1), 174-186, 2013 | 17 | 2013 |
| Dynamic written corrective feedback among graduate students: The effects of feedback timing G Eckstein, M Sims, L Rohm TESL Canada Journal 37 (2), 78-102, 2020 | 16 | 2020 |
| Directiveness in the Center G Eckstein The Writing Center Journal 37 (2), 61-92, 2019 | 15 | 2019 |
| Assessment of L2 student writing: Does teacher disciplinary background matter? G Eckstein, R Casper, J Chan, L Blackwell Journal of Writing Research 10 (1), 1-23, 2018 | 15 | 2018 |
| Goals for a writing center tutorial: Differences among native, non-native, and generation 1.5 writers G Eckstein WLN: A Journal of Writing Center Scholarship 42 (7-8), 17-24, 2018 | 14 | 2018 |
| Perspectives on plagiarism G Eckstein Writing on the Edge 24 (2), 94-100, 2013 | 11 | 2013 |
| Rubric rating with MFRM versus randomly distributed comparative judgment: A comparison of two approaches to second‐language writing assessment ME Sims, TL Cox, GT Eckstein, KJ Hartshorn, MP Wilcox, JM Hart Educational Measurement: Issues and Practice 39 (4), 30-40, 2020 | 10 | 2020 |
| Reading L1 and L2 Writing: An Eye-Tracking Study of TESOL Rater Behavior. G Eckstein, W Schramm, M Noxon, J Snyder TESL-EJ 23 (1), n1, 2019 | 8 | 2019 |
| Dynamic written corrective feedback in first-year composition: Accuracy and lexical and syntactic complexity G Eckstein, L Bell RELC Journal 54 (3), 630-647, 2023 | 7 | 2023 |
| Increasing English Learners' Positive Emotional Response to Learning Through Dance E Hanks, G Eckstein TESL Reporter 52, 22-22, 2019 | 6 | 2019 |
| Ideal versus reality: Student expectations and experiences in multilingual writing center tutorials G Eckstein University of California, Davis, 2014 | 6 | 2014 |
| What do students think about their own writing? Insights for teaching new college writers G Eckstein, D Ferris, K Sibbald Writing & Pedagogy 12 (2-3), 307-339, 2021 | 4 | 2021 |
| The effects of metacognitive listening strategy instruction on ESL learners’ listening motivation CK Rivera, G Eckstein, DE Eddington, BL McMurry Research Papers in Language Teaching and Learning 11 (1), 251-267, 2021 | 4 | 2021 |
Dana FerrisProfessor, University Writing Program, UC DavisVerified email at ucdavis.edu
