Monika Ekiert

Contact Us

Room: M-Building, M-204
Phone: (718) 482-5940
naturalsci@lagcc.cuny.edu

Monday- Thursday 9 a.m.- 5 p.m.

Education

Ed.D. in Applied Linguistics, Columbia University
M.Ed. in Applied Linguistics, Columbia University
M.A. in Teaching English to Speakers of Other Languages, Columbia University

Areas of Expertise or Research

TESOL
Applied linguistics
Second language acquisition and pedagogy
Second language writing
Written corrective feedback
Task-based language teaching (TBLT)
Predatory publishing in academic publishing
Teacher education

About

Dr. Monika Ekiert is a Professor in the Department of Education and Language Acquisition at LaGuardia, where she teaches undergraduate courses in bilingualism and linguistics. Her research interests lie at the intersection of second language acquisition and pedagogy. Currently, she is involved in research projects focusing on task-based language teaching (TBLT), crosslinguistic influence (CLI) in second language acquisition, written corrective feedback, predatory publishing and teacher education.

Read More

Select works by Dr. Ekiert include:

di Gennaro, K., & Ekiert, M. (2024). Spamvitations: Examining invitations to submit scholarly work. In Habibie, P., & Fazel, I. (Eds.), Predatory Practices in Scholarly Publishing and Knowledge Sharing (pp. 97-113). New York: Routledge. DOI: https://doi.org/10.4324/9781003170723.
Ekiert, M., Révész, Torgersen, E., & Moss, E. (2022). The role of pausing in L2 oral task performance. Toward a complete construct of functional adequacy. TASK, 2(1), 33-59. (John Benjamins). Print. DOI: https://doi.org/10.1075/task.21013.eki.
di Gennaro, K., & Ekiert, M. (2021). The impact of corrective feedback on English articles. ELT Journal, 75(3), 290-299. (Oxford University Press). Print. DOI: https://doi.org/10.1093/elt/ccaa074.
Ekiert, M., & di Gennaro, K. (2021). Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener & Knoch (2010). Language Teaching, 54(1), 71-89. (Cambridge University Press). Print. DOI: https://doi.org/10.1017/S0261444819000120.
di Gennaro, K., & Ekiert, M. (2020). Is feedback on grammar harmful or helpful? Questionable answers and unanswered questions. Composition Forum, 45 (Association of Teachers of Advanced Composition & Penn State University). Online. http://compositionforum.com/issue/45/feedback.php.
Ekiert, M., Lampropoulou, S., Révész, A., & Torgersen, E. (2018). The effects of task type and L2 proficiency on discourse appropriacy in oral task performance. In Taguchi, N., & Kim, Y. (Eds.), Task-Based Approaches to Teaching and Assessing Pragmatics (pp. 257-274). Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.10.10eki
Révész, A., Ekiert, M., & Torgersen, E. (2016). The effects of complexity, accuracy, and fluency on communicative adequacy in oral task performance. Applied Linguistics, 37(6), 828-848. (Oxford University Press). Print. DOI: https://doi.org/10.1093/applin/amu069. TBLT 2017 Research Article Award
Ekiert, M. (2016). Article omission: How are referents tracked in L2 discourse? In Ortega, L., Tyler, A., Park, H-I., & Uno, M. (Eds.), The Usage-based Study of Language Learning and Multilingualism (pp.155-170). Washington, DC: Georgetown University Press.
Ekiert, M., & Han, Z-H. (2016). L1-fraught difficulty: The case of L2 acquisition of English articles by Slavic speakers. In Alonso, R. (Ed.), Cross-linguistic Influence in Second Language Acquisition (pp. 147-172). Clevedon, UK: Multilingual Matters. Print. DOI: https://doi.org/10.21832/9781783094837-010