Professor John Bitchener

John Bitchener.

Professor of Applied Linguistics

Phone: 64 21 474 610

Email: john.bitchener@aut.ac.nz

Physical Address:

Room WT1105C, Level 11, AUT Tower, corner of Wakefield and Rutland Streets, Auckland Central.



Qualifications:

  • PhD, MA Hons, BA Hons, BA
  • Post-Graduate Diploma in Educational Studies
  • Post-Graduate Diploma in Second Language Teaching
  • Diploma of Teaching.

Memberships and Affiliations:

  • Applied Linguistic Association of Ne w Zealand
  • Applied Linguistic Association of Australia
  • American Association of Applied Linguistics.

Teaching Areas:

Current PhD primary supervisions

Nancy Tarawhiti
The effect of a strategies instructional approach to second language writing difficulties encountered in text construction.

Christina Guo
The extent to which written corrective feedback facilitates EFL learners' acquisition of certain grammatical forms & structures.

Denise Cameron
The dynamic nature of the willingness to communicate in English of adult permanent migrant learners from Iran in a New Zealand tertiary classroom.

MaryXiaoyunBian
Chinese EFL teachers’ written feedback on expository argumentation: A process oriented perspective.

Su Li
L2 motivation, types of revision and efficacy of written CF.

Saeed Roshan
Written corrective feedback, individual differences and L2 acquisition of English passive voice.

Samira Yadollahi Kakh
Addressing the issue of writing from sources in academic writing among novice non-native postgraduate students

Arezou Sobhani (second supervisor, Otago University)
A new approach to investigating the effectiveness of providing second language writers with written corrective feedback: The case of self-regulation in uptake of correct forms.

Maedeh Tadayyon
Comparing Iran's EFL and New Zealand's ESL contexts with regard to interactional feedback.

Morteza Bagheri
Making sense of native and non-native English teachers’ teaching beliefs and classroom practice and how they attribute their stated beliefs to different factors

Alia Hadid
IELTS writing test: Challenges and rating process

Liang Qing
An empirical study of the effects of comprehensive written CF, revision and individual learner factors on Chinese EFL learners’ English accuracy development

Teaching thesis writing across the university

  • Writing the following chapters of an empirically-based thesis or dissertation: Introduction, Literature Review, Methodology, Results, Discussion of Results, Conclusion.
  • Overcoming writing difficulties in the thesis-writing process.
  • From thesis to article: process and expectations.

Launching the thesis: preparing a research proposal.

Research Areas:

  • The efficacy of written corrective feedback for second language learning, acquisition and development.
  • Feedback on L1 and L2 writing
  • Issues in second language classroom teaching and learning
  • The discourse of academic genres
  • Supervisor advice and feedback to thesis and dissertation students.

Current Research Projects:

  • The effect of writing task on L2 writers' response to written corrective feedback.
  • Supervisor advice and feedback on early drafts of thesis/dissertation chapters in the USA, UK, selected European countries, Australia and New Zealand.

Publications:

Books

  • Bitchener, J. (forthcoming). A guide to supervising non-native English writers of theses and dissertations: Focusing on the writing process. New York: Routledge.
  • Bitchener, J. & Storch, N. (2015). Written corrective feedback for SLA: Theoretical perspectives and empirical research. UK: Multilingual Matters. 
  • Bitchener, J. & Ferris, D. (2012). Written corrective feedback in second language acquisition and second language writing. New York: Routledge.
  • Bitchener, J. (2010). Writing an Applied Linguistics thesis or dissertation: A guide to presenting empirical research. Houndsmill, UK: Palgrave Macmillan.

Refereed articles in journals, book chapters and other publications (since 2005)

  • Bitchener, J. (forthcoming) A critical assessment of research in written CF for L2 development. ITL International Journal of Applied Linguistics.
  • Bitchener, J. (forthcoming). Teacher written feedback. TESOL Encyclopaedia. Wiley Publishers.
  • Bitchener, J. (forthcoming). Direct versus indirect grammar feedback. TESOL Encyclopaedia. Wiley Publishers.
  • Rummel, S. & Bitchener, J. (in press). The impact of Lao learners beliefs on written CF. Australian Review of Applied Linguistics.
  • Frear, M. & Bitchener, J. (forthcoming). The effects of cognitive task complexity on written complexity. Journal of Second Language Writing.
  • Bitchener, J. (in press). Small components, big contribution: L2 writing research in New Zealand. Foreign language and teaching Press.
  • Bitchener, J. & Knoch, U., 2015). Replication of written CF studies. Language Teaching, 48 (3).
  • Bitchener, J. (2013). Review of 'Writing development: Multiple perspectives' by R. Manchon (Ed.), Journal of Second Language Writing, 22 (4).
  • Bitchener, J. (2012). The potential of written corrective feedback for SLA.Journal of Second Language Writing, 21, 348-363.
  • Bitchener, J. (2012). Written corrective feedback for L2 development: Current knowledge and future research. TESOL Quarterly, 46 (4), 855-860.
  • Bitchener, J. (2012). Teaching writing at AUT University: A model of a seminar series for postgraduate students writing their first thesis or dissertation. In C. Thaiss et al (Eds.), Writing programes worldwide: Profiles of academic writing in many places (pp. 301-31). New York: Parlor Press.
  • Basturkmen, H., Bitchener, J., & East, M. (2012). Supervisors' on-script feedback comments on drafts of dissertations: Socialising students into the academic discourse community. Teaching in Higher Education. (in press).
  • East, M., Bitchener, J., & Basturkmen, H. (2012). What constitutes effective feedback on postgraduate students' writing? The students' perspective. Journal of University Teaching and Learning Practice, 9(2), 1-16. Article 7. University of Wollongong research online
  • Bitchener, J., Basturkmen, H., & East, M. (2011). Best practice in supervisor feedback to thesis students. Report on NPF project funded by Ako Aotearoa. Ako Aotearoa website.
  • Bitchener, J. & Turner, E. (2011). Assessing the effectiveness of one approach to the teaching of thematic unit construction of literature reviews. Assessing Writing, 16, 123-136.
  • Bitchener, J. (2010). Writing an Applied Linguistics thesis or dissertation: A guide to presenting empirical research. Houndsmill, UK: Palgrave Macmillan.
  • Bitchener, J. & Knoch, U. (2010). The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31 (2), 193-214.
  • Bitchener, J. & Knoch, U. (2010). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19, 207-217.
  • Bitchener, J. (2010). A genre approach to understanding empirically-based thesis writing expectations.  Wellington, NZ: Ako Aotearoa. Good Practice Publications Grants ebook
  • Bitchener, J., East., M. & Cartner, H. (2010). The effectiveness of providing second language (L2) writers with on-line written corrective feedback. Wellington, NZ: Ako Aotearoa.
  • Bitchener, J., Basturkmen, H., & East, M. (2010). The focus of supervisor feedback to thesis/dissertation students. International Journal of English, 11 (2), 79-97. 
  • Bitchener, J. & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322-329.
  • Bitchener, J., & Knoch, U. (2008). The value of a focused approach to written corrective feedback. ELT Journal, 63 (3), 204-211.
  • Bitchener, J. (2009). Measuring the effectiveness of written corrective feedback: A response to "Overgeneralisation from a narrow focus: A response to Bitchener (2008)". Journal or Second Language Writing, 18(4), 276-279.
  • Bitchener, J. (2009). Issues for postgraduate East Asian students accessing academic discourse communities. In F. Anderson & N. Tarling (Eds.), The English Language and the Asian student (pp.254-277). Shandong University Press, China. 
  • Bitchener, J. (2009). Perception and reality. New Zealand Education Review: Higher Ground. October supplement (p. 10).
  • Bitchener, J., & Knoch, U. (2008). The receptiveness of international and migrant ESL students to written corrective feedback. Language Teaching Research Journal, 12 (2), 409-431.
  • Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17 (2), 69-124.
  • Turner, E., & Bitchener, J. (2008). An approach to teaching the writing of literature reviews. Zeitschrift Schreiben 11.6.2008 pp.1-10.
  • Bitchener, J. & Banda, M. (2007). Postgraduate students' understanding of the functions of thesis part-genres: The case of the literature review. New Zealand Studies in Applied Linguistics, 13, 61-68.
  • Zhao, S. & Bitchener, J. (2007). Incidental focus on form in teacher-learner and learner-learner interactions. System, 35, 431-447.
  • Bitchener, J. & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5, 4-18.
  • Bitchener, J. (2006). Improving accuracy in L2 writing: Is direct corrective feedback more beneficial than indirect feedback? The New Zealand Language Teacher, 32, 26-28.
  • Turner, E. & Bitchener, J. (2006). Literature reviews and the concept of argument: Evaluating an EAL teaching approach. New Zealand Studies in Applied Linguistics, 12 (2), 17-36.
  • Basturkmen, H. & Bitchener, J. (2005). The text and beyond: Exploring the expectations of the academic community for the discussion of results section of Masters theses. New Zealand Studies in Applied Linguistics, 11(1), 1-20.
  • Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL students. Journal of Second Language Writing, 12(3), 191-205.
  • Bitchener, J., Young, S., & Cameron, D. (2005). The value of different types of grammar feedback for improving ESL writing. In G. Poedjosoedarmo (Ed.), Innovative approaches to reading and writing instruction (pp.160-172). Singapore: SEAMEO Regional Language Centre.

Recent conference presentations

  • Bitchener, J. (14 August, 2014). The feedback practices and motivations of Applied Linguistics thesis supervisors in NZ and Australian universities. AILA World Congress, Brisbane Convention Centre, Australia.
  • Bitchener, J. (13 November, 2014). A dialogic conversation or a uni-directional monologue between supervisor and student: The relationship between feedback content, pragmatic realization and co-constructed understandings. Symposium on Second Language Writing, Arizona State University, Phoenix, USA.

Recent invited talks and seminars

New Zealand

  • Bitchener, J. (22 March,2014). Writing a literature review. NZARE, Wintec, Hamilton, NZ.
  • Bitchener, J. (10 September, 2014). Approaches to addressing the writing issues of doctoral students. Faculty of Education, University of Auckland, NZ.
  • Bitchener, J. (10 October, 2014). Understanding the literature review and how to conduct it. Doctoral Writing Conversations, Waikato University, Hamilton, NZ.

Australia

  • Bitchener, J. (2 July, 2014). The feedback practices and motivations of Applied Linguistics thesis supervisors in NZ and Australian universities. Faculty of Education, Curtin University, Perth, Australia.
  • Bitchener, J. (3 July, 2014). Identifying and addressing the writing issues of doctoral students. Faculty of Education, Curtin university, Perth, Australia.
  • Bitchener, J. (4 July, 2014). Supervision workshop. Supervising staff of Faculty of Education, Curtin university, Perth, Australia.
  • Bitchener, J. (4 July, 2014). Designing and writing a thesis literature review. Students of Faculty of Education, Curtin University, Perth, Australia.
  • Bitchener, J. (26 August, 2014). A role for written corrective feedback in L2 development: what we know, what we need to know and why. Macquarie University, Sydney, Australia.

United Kingdom

  • Bitchener, J. (27 October, 2014). A role for written corrective feedback in L2 development: what we know, what we need to know and why. Institute of Education, University of London, London, UK.
  • Bitchener, J. (29 October, 2014). The contribution of written corrective feedback for L2 development: Theoretical and empirical justifications. University of Lancaster, Lancaster, UK.
  • Bitchener, J. (30 October, 2014). Roundtable on supervising doctoral students: Four recurrent thesis-writing issues. University of Lancaster, Lancaster, UK.

USA

  • Bitchener, J. (7 November, 2014). The contribution of written corrective feedback for L2 development: Theoretical and empirical justifications. Allied Linguistics department, Georgetown University, Washington DC, USA.

Awards:

  • AUT Faculty of Society and Culture Award for Research Excellence — Individual Research 2013.
  • Fulbright Award to the USA to present papers on the role of written corrective feedback in L2 development and the discourse of academic genres.
  • Ako Aotearoa National Project funding ($96,000) to investigate best practice in supervisor feedback to thesis students in NZ universities.
  • Ako Aotearoa Regional Project funding ($10,000) to investigate the effectiveness of providing second language writers with online corrective feedback.
  • Ako Aotearoa Publication Grant ($3,000) for article on 'A genre approach to understanding thesis writing expectations'.
  • AUT Vice Chancellor's Research Excellence Award 2011 for Research Supervision.
  • AUT Faculty of Applied Humanities Research Excellence Award 2011 for Research Supervision.
  • AUT Faculty of Applied Humanities Research Excellence Award for 2010
  • Numerous internal research and conference awards.

Last updated: 10-Apr-2015 3.11pm

The information on this page was correct at time of publication. For a comprehensive overview of AUT qualifications, please refer to the Academic Calendar.