Dr Rosemary Jane Wette
Dip SLT (Massey), Dip Tch, MA(Hons), PhD
- Senior Lecturer
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 has been the Reviews Editor for NZSAL and TESOLANZ publications for the past 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:
- Evaluating the outcomes of English and oral communication skills training for undergraduate medical students from non-English speaking backgrounds (with Dr Sue Hawken, Dept. Psychological Medicine, FMHSc.)
- Developing the skill of writing from sources at university: a longitudinal study of the performance of undergraduate L2 writers in subject courses.
- Using concept maps to trace students' knowledge growth in an EAP writing course
- Developing academic literacy skills for postgraduate writing: a study using narrative frames.
- Embedded academic literacy instruction at the University of Auckland
Teaching | Current
LANGTCHG 101 Introduction to Language Teaching
LANGTCHG 301 The Second Language Curriculum
LANGTCHG 715 Developing Academic Literacy
LANGTCHG 741 Second Language Course Design and Methodology
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.
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, P. Thai English teacher cognition and teaching practices with regard to communicative language teaching and native speaker model of competence (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
Kakh, S. Understanding and using writing from sources strategies by postgraduate Iranian students (second supervisor with Professor John Bitchener, AUT)
Areas of expertise
The second language curriculum; English for academic purposes; Second language writing; English for specific purposes (medical)
Reviews Editor, New Zealand Studies in Applied Linguistics, TESOLANZ Journal
Selected publications and creative works (Research Outputs)
- Basturkmen, H. L., & Wette, R. (2016). English for academic purposes. In G. Hall (Ed.) The Routledge Handbook of English Language Teaching (pp. 164-176). Abingdon, Oxon: Routledge.
Other University of Auckland co-authors: Helen Basturkmen
- Wette, R., & Hawken, S. J. (2016). Measuring gains in an EMP course and the perspectives of language and medical educators as assessors. English for Specific Purposes, 42, 38-49. 10.1016/j.esp.2015.11.002
Other University of Auckland co-authors: Susan Hawken
- Wette, R. (2015). Teacher-led collaborative modelling in academic L2 writing courses. ELT Journal, 69 (1), 71-80. 10.1093/elt/ccu043
- Wette, R. (2014). Teachers' practices in EAP writing instruction: Use of models and modeling. System, 42 (1), 60-69. 10.1016/j.system.2013.11.002
- Wette, R. J. (2013). EAP writing instruction in New Zealand: Process-product blends and teachers' priorities. TESOLANZ Journal, 21, 41-56.
- Wette, R. (2011). Product-process distinctions in ELT curriculum theory and practice. ELT JOURNAL, 65 (2), 136-144. 10.1093/elt/ccq022
- Wette, R. (2011). English Proficiency Tests and Communication Skills Training for Overseas-Qualified Health Professionals in Australia and New Zealand. Language Assessment Quarterly, 8 (2), 200-210. 10.1080/15434303.2011.565439
- Wette, R. (2011). Meeting curriculum, learning and settlement needs: teachers' use of materials in courses for adult migrants. Tesol in Context, 21 (1), 57-75.