Traveling the world can inspire people to become more invested in the foods, customs, and traditions of other cultures. For Brooke Eddington, a faculty member in BYU’s Department of Linguistics and English Language, a life of traveling instilled a love for languages.
Brooke received her Bachelor’s degree in Linguistics, and a Masters in Teaching English to Speakers of Other Languages (TESOL). Over the past five years, Brooke has been putting her background in Linguistics to use through teaching. Her hope is that “students everywhere, and especially those within [her] sphere of influence, will receive the highest quality of research-based instruction and achieve their goals, whether to attend a university or simply communicate more effectively with friends and neighbors.” Brooke knows the potential of each one of her students and cherishes the moment they grow beyond their previous preconceived limitations. Within each student she sees an immeasurable potential, and strives to help them “love and treasure learning, and see real-life application in everything they learn.”
Part of helping her students learn has to do with her research which involves Dynamic Written Corrective Feedback (WCF). It is an instructional methodology used to help English learners as a second language write correct English and grammar. The key idea of this method is better allowing both teacher and student to see what is needed and where improvement can be made. In Dynamic WCF, students write a paragraph every day for a week which is later corrected and returned by the teacher with coded symbols that represent grammatical errors. It is then up to the students themselves to make corrections to their paragraph so they can learn what they got wrong. Errors that tend to be more common among the majority of class members are then discussed and taught correctly by the instructor.
Dynamic WCF differs from and old methodology called “traditional grammar teaching” which is more or less learning from a text book. This doesn’t address individual’s needs or help teachers account for where students might be lacking in certain grammatical areas. This is why it is such an innovative practice in helping individuals really learn and grasp important concepts on an individualized level. Although this method is effective, it has been described as being cumbersome and time-consuming by some teachers because of the high number of paragraphs required to correct and revise (usually four paragraphs per week.) In her article (Eddington, 2013), Brooke sought to reduce the number of paragraphs written per week from four to two. With this slight change, she found that for students during a regular 14-week semester, there was no statistically significant change in the students’ ability to learn grammar, thereby making it a better manageable method for both teachers and students.
Everyone knows that the truly good teachers are the ones that always have their student’s best interest in mind. It is because of Brooke’s dedication to the success of her students, that she is the kind of student and faculty member BYU takes pride in. She has been hard working throughout all of her years as a student here, and now continues to work diligently in her teaching. Brooke exemplifies BYU’s motto, “Enter to Learn, Go Forth to Serve,” by dedicating herself to serving others through teaching in a manner that is effective and long-lasting.
October 2014—Presentation at the Intermountain-TESOL Conference in Orem, Utah: “Mentoring, Motivation, and More: Exploring Multi-level Combined Class Peer Review Workshops.”
March 2014—Co-presented at the TESOL International Convention in Portland, Oregon: “Teaching Vocabulary through Web-Based Corpus Materials and Activities” with Erin Shaw Hernandez.
March 2014—Received recognition for highest overall graduate GPA (3.93) and won “Most Outstanding MA Thesis” award from BYU’s Department of Linguistics & English Language.
February 2014—Defended MA thesis and passed with no revisions necessary.
January-February 2014—Winner of BYU’s Department of Linguistics & English Language Three-Minute Thesis (3MT) Competition; winner of BYU’s College of Humanities 3MT Competition; competitor in BYU university-wide 3MT competition.
October 2013—Co-chair of plenary speakers committee for the Second Language Research Forum with Dr. Robert Erickson.
April 2012—Undergraduate thesis selected to be published in the BYU Department of Linguistics & English Language’s journal, Schwa.