Dr Rosemary Jane Wette
Dip SLT (Massey), Dip Tchg, 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
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)
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)
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. (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
- 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.