Dr Rosemary Jane Wette

Dip SLT (Massey), Dip Tch, MA(Hons), PhD


Rosemary has taught EFL, migrant resettlement ESL, EAP and ESP (Medical) courses in New Zealand, England and Germany to learners at all levels of proficiency from Beginner to Advanced. In recent years she has been involved in the development and assessment of Foundation level English courses, academic writing courses at undergraduate and postgraduate levels, and English for foreign medical graduates and undergraduates. She has  supervised a number of MA and doctoral students in the areas of L2 curriculum, EAP and EAP writing. Rosemary has published in the Journal of Second Language Writing, Language Teaching Research, Language Assessment Quarterly, System and ELT Journal. She was the Reviews Editor for NZSAL and TESOLANZ publications for nine years.

Research | Current

  • Language teacher cognition
  • Second language curriculum
  • English for academic purposes (EAP) and EAP writing
  • English for specific purposes (medical)

Current research projects:

  • Academic discourse socialisation challenges and coping strategies of incoming international graduate students at the University of Auckland and University of Reading: a study using narrative frames in collaboration with Professor Clare Furneaux, University of Reading
  • Embedded academic literacy instruction and support for Year 1 students in the School of Population Health 
  • Common core and discipline (History) specific elements of proficient student writing in Arts

Teaching | Current

LANGTCHG 101 Introduction to Language Teaching

LANGTCHG 301 The Second Language Curriculum

LANGTCHG 715 Developing Academic Literacy

LANGTCHG 760 Second Language Course Design and Methodology

Postgraduate supervision

MA dissertations

Araminta, L. (2017). Influences on the speaking self-confidence of undergraduate engineering students in Indonesia.

O'Byrne, A. (2014). Using concept maps in L2 writing instruction

Shang, H. (2013). Motivation and learners of Chinese as a second language in New Zealand

Hoang, C.H. (2012). The evaluation and development of materials for Fire Science ESP courses in Vietnam.

Buriro, G.S. (2011). Needs assessment and evaluation of a communication skills course for engineering students in Pakistan

Khan, A. U. (2011). Communicative language teaching and teacher education in Pakistan

Kadri, S. (2010). Written corrective feedback and article use

Lessels, S. (2009). Writing development in a Foundation English programme 

Wallis, R.(2005). An investigation into learners’ perceptions of exchanging letters with their teachers

Marini, G. (2004). Questions as learning opportunities 

Completed PhD supervisions

Amani, S. (2014). Metacognitive strategy instruction and pre-task planning: Impact on L2 argumentative writing ability. Thesis won the 2014 ALANZ (Applied Linguistics Association of New Zealand) Best PhD Thesis Award.

Adnan, A. (2014) English language and the socio-cultural identity construction of Bumiputera Malays in Malaysia 

Bright, C. (2013). The development of academic writing in first year undergraduate students

Kitchen, M. (2012). Imagined lives: the Korean community and one Aotearoa/NZ secondary school

Current PhD supervisions

Thararuedee, Pariwat. Principles and practices of English teachers in university contexts in Thailand (main supervisor)

Bagheri Sangachin, M. Making sense of Iranian secondary school teachers’ professional knowledge, beliefs and classroom practices for teaching the skill of listening (main supervisor)

Baggali Basmenj, H. Genre learning and academic writing: Postgraduate students in a university in Iran (main supervisor)

Kakh, S. Understanding and using writing from sources strategies by postgraduate Iranian students (co-supervisor with Professor John Bitchener, AUT)

Liu, Y. Writing for publication: lecturers of foreign languages (other than English) in China (co- supervisor)

Xun, X. Construction of in-service EFL teacher researcher identity: a Chinese perspective  (co-supervisor)


Centre for Learning and Research in Higher Education (CLeaR) Fellow for Arts and recipient of a Schuler Educational Enhancement and Development (SEED) Fund grant for innovation in teaching, 2017


Postgraduate Adviser, MTESOL (2016-)

Member of the CLL Academic Committee (2016-2017)

Discipline Convenor, Applied Language Studies & Linguistics, 2018

Areas of expertise

The second language curriculum; English for academic purposes; Second language writing; English for specific purposes (medical)

Committees/Professional groups/Services

Editorial Board memberships: Journal of Second Language Writing; System; Argentine Journal of Applied Linguistics

Reviews Editor, New Zealand Studies in Applied Linguistics; TESOLANZ Journal (2008-2016); TESOLANZ Newsletter (2008-2014)

Selected publications and creative works (Research Outputs)

  • Wette, R. (2018). Source-based writing in a health sciences essay: Year 1 students' perceptions, abilities and strategies. Journal of English for Academic Purposes, 36, 61-75. 10.1016/j.jeap.2018.09.006
  • Wette, R., & Furneaux, C. (2018). The academic discourse socialisation challenges and coping strategies of international graduate students entering English-medium universities. SYSTEM, 78, 186-200. 10.1016/j.system.2018.09.001
  • Wette, R. (2018). Product-process distinctions in the ELT curriculum. In A. Faravani, M. Zeraatpishe, M. Azarnoosh, H. R. Kargozari (Eds.) Issues in syllabus design (pp. 39-52). Rotterdam, Netherlands: Sense.
  • Wette, R. J. (2018). English for specific purposes (ESP) and English for academic purposes(EAP). In J. Liontas (Ed.) The TESOL encyclopedia of English language teaching: Volume II: Approaches and Methods in English for Speakers of Other Languages& Non-Native English-speaking Teachers (NNESTs) (pp. 596-602). Hoboken: Wiley & Sons.
  • Wette, R. (2017). Using mind maps to reveal and develop genre knowledge in a graduate writing course. Journal of Second Language Writing, 38, 58-71. 10.1016/j.jslw.2017.09.005
  • Wette, R. (2017). Source text use by undergraduate post-novice L2 writers in disciplinary assignments: Progress and ongoing challenges. Journal of Second Language Writing, 37, 46-58. 10.1016/j.jslw.2017.05.015
    URL: http://hdl.handle.net/2292/38948
  • Bitchener, J., Storch, N., & Wette, R. (Eds.) (2017). Teaching writing for academic purposes to multilingual students: Instructional approaches. New York: Routledge. Pages: 234. 10.4324/9781315269665
  • Wette, R. (2017). L2 undergraduate students learning to write using sources: A trajectory of skill development. In J. Bitchener, N. Storch, R. Wette (Eds.) Teaching writing for academic purposes to multilingual students: Instructional approaches (pp. 99-112). New York: Routledge.
    URL: http://hdl.handle.net/2292/39717

Contact details

Primary office location

ARTS 2 - Bldg 207
Level 3, Room 324
New Zealand