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. She currently teaches a postgraduate course on developing academic literacy, and undergraduate and postgraduate courses on the TESOL curriculum. She supervises MA and doctoral students in the areas of L2 curriculum, EAP, academic writing, and English for research publication purposes. Rosemary has published in the Journal of Second Language Writing, Journal of English for Academic Purposes, English for Epecific Purposes, System and ELT Journal. She was the Reviews Editor for NZSAL and TESOLANZ publications for nine years. She is currently the Book Reviews Editor of the Journal of English for Academic Purposes, and an Associate Editor of the Journal of Second Language Writing.
Research | Current
- Language teacher cognition
- Second language curriculum
- English for academic purposes (EAP) and EAP writing
- Source-based writing
Current research projects:
- Disciplinary differences in academic writing
- Stance and engagement in source-based writing
- Language teacher study abroad (LTSA): identity shift & other psychological changes
Teaching | Current
LANGTCHG 301 The Second Language Curriculum
LANGTCHG 715 Developing Academic Literacy
LANGTCHG 760 - Curriculum Design
MA dissertations and theses
Selamat, J. (2020-21). Teaching to the times: The Four Cs in the primary ELT context in Malaysia.
Hay, S. (2020). Extensive reading and motivation of recently arrived students from non-English speaking backgrounds (NESB) in a Decile 1 school.
Liu, Q. (2019). The effectiveness of application-assisted vocabulary learning among EFL learners
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). Winner, 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 (co-supervisor)
Bright, C. (2013). The development of academic writing in first year undergraduate students (co-supervisor)
Kitchen, M. (2012). Imagined lives: the Korean community and one Aotearoa/NZ secondary school (co-supervisor)
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)
Liu, Y (2020). Publishing in languages other than English: Experiences and strategies of Chinese academics (co-supervisor)
Baggali Basmenj, H. (2020). Development of graduate students' academic writing abilities through genre-based instruction (main supervisor)
Xun, X. (2921). A narrative inquiry into EFL teachers' research experience in Chinese universities: Tensions, institutional endeavours, and the role of department leaders (co-supervisor).
Current PhD supervisions
Zeng, L The rhetorical moves and associated linguistic features in master’s theses across disciplines (co-supervisor)
Hettimullage, R. Flipping English language teaching through a project-based approach: Perspectives, experiences and reflections (main supervisor)
Pezoa Tudela. R. Discourse synthesis processes in higher education L2 contexts (main supervisor)
Harrington, C. Publishing research in English: Issues and challenges facing Taiwan's scholars (main supervisor).
Tran, H.. Promoting students' interest in learning English as a foreign language: A case study of Vietnamese university teachers' beliefs and practices (co-supervisor)
Wang, Z. Developing source-based writing skills for postgraduate students (main supervisor)
2017 - 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
2019-20 - Co-leader (with Prof. Gary Barkhuizen) of a Faculty of Arts Research Collaboration Hub: Language teacher study abroad (LTSA)
Head of Department (2013-2014)
Academic Director, CLL (2014)
Postgraduate Adviser, MTESOL (2016-)
Member of the CLL Academic Committee (2014, 2016-2017)
Discipline Convenor, Applied Language Studies & Linguistics, 2010-2012, 2018, 2019 (Sem. 2)
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 -
Associate Editor, Journal of Second Language Writing, 2020 -
Selected publications and creative works (Research Outputs)
- Thararuedee, P., & Wette, R. (2020). Attending to learners’ affective needs: Teachers’ knowledge and practices. System, 95.10.1016/j.system.2020.102375
- 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
- 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