Dr Rosemary Jane Wette

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

Biography

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

Riza, D. (2018). Graduate students’  evaluation of a project-based learning unit for expository writing skill development.

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 (joint main supervisor). 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

Bagheri Sangachin, M. (2018). Beliefs and practices of EFL teachers of listening in Iran (main supervisor).

Thararuedee, P. (2019). Principles and practices of English teachers in university contexts in Thailand (main supervisor)

Current PhD supervisions

Harrington, Catherine. Publishing research in English: Issues and challenges facing Taiwan's scholars (main supervisor).

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

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

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

Tran, Hien. Promoting students' interest in learning English as a foreign language: A case study of Vietnamese university teachers' beliefs and practices (co-supervisor)

Wang, Zhe. Developing source-based writing skills for postgraduate students (main supervisor)

Distinctions/Honours

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

Responsibilities

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

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

Book Reviews Editor, Journal of English for Academic Purposes, 2019 -

Selected publications and creative works (Research Outputs)

  • Wette, R. (2019). Embedded provision to develop source-based writing skills in a Year 1 health sciences course: How can the academic literacy developer contribute?. English for Specific Purposes, 56, 35-49. 10.1016/j.esp.2019.07.002
  • Wette, R. J. (2019). Academic writing: Linking writers, readers and text content. In G. Barkhuizen (Ed.) Qualitative research topics in language teacher education (pp. 98-103). New York: Routledge.
  • 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
    URL: http://hdl.handle.net/2292/45681
  • 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
    URL: http://hdl.handle.net/2292/45700
  • 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.
    URL: http://hdl.handle.net/2292/39734
  • 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
    URL: http://hdl.handle.net/2292/41071
  • 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

Contact details

Primary office location

CLL BUILDING - Bldg 207
Level 5, Room 505
18 SYMONDS ST
AUCKLAND CENTRAL
AUCKLAND 1010
New Zealand