Professor 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

Reza Jafary
Efficacy of negotiated feedback on bilingual students' postgraduate academic writing.

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

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.

Aida Rafiei
The role of corrective feedback in different social contexts and its effectiveness on L2 development.

Sedigheh Abbasanabab 
Non-native graduate students’ engagement with supervisors’ written corrective feedback on drafts of thesis/dissertation.

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:

  • Theoretical accounts of the potential of written corrective feedback for L2 development.
  • Supervisor advice and feedback on thesis/dissertation chapters in the USA, UK, selected European countries, Australia and New Zealand.

Publications:

Books

  • Bitchener, J. (2017). A guide to supervising non-native English writers of theses and dissertations: Focusing on the writing process. New York: Routledge.
  • Bitchener, J., Storch, N., & Wette, R. (Eds.) (2017). Teaching writing for academic purposes to multilingual students: Instructional approaches. New York: Routledge.
  • Bitchener, J. & Storch, N. (2016). Written corrective feedback for L2 development: Clevedon, 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 (last 12 years)

  • Bitchener, J. (2017). Why do some L2 learners fail to benefit from written corrective feedback? In Nassaji, H., & Kartchava, E. (Eds.), Corrective feedback in second language teaching and learning (pp.129-140). New York: Routledge.
  • Bitchener, J. (2017). Creating an effective argument in different academic genres: A scaffolded approach. In Bitchener, J., Storch, N., & Wette, R. (Eds.), Teaching writing for academic purposes to multilingual students: Instructional approaches. New York: Routledge.
  • Bitchener, J. (2017). Direct versus indirect feedback. TESOL Encyclopaedia. Wiley Publishers.
  • Bitchener, J. (2017). Teacher written feedback. TESOL Encyclopaedia. Wiley Publishers.
  • Bitchener, J. (in press, 2017). Fostering thinking. In Carter, S., & Laurs, D. (Eds.). Giving feedback on research writing: A handbook for supervisors and advisors. Routledge.
  • Bitchener, J. (in press, 2017). Moves in writing. In Carter, S., & Laurs, D. (Eds.). Giving feedback on research writing: A handbook for supervisors and advisors. Routledge.
  • Bitchener, J. (2016). To what extent has the published written CF research aided our understanding of its potential for L2 development? ITL International Journal of Applied Linguistics, 167, 111-131.
  • Bitchener, J. (2016). The content feedback practices of Applied Linguistics doctoral supervisors in New Zealand and Australian universities. ARAL, 39 (2), 105-121.
  • Bitchener, J. (2016). Small components, big contribution: L2 writing research in New Zealand. Second Language Writing in the Global Context: Listening to Represented, Underrepresented and Unrepresented Voices. Beijing, China: Foreign Language Teaching and Research Press.
  • Kakh, S., & Bitchener, J. (2016). Short communication on the 14th Symposium on Second Language Writing. Learning to write for academic purposes: Advancing theory, research and practice. Journal of Second Language Writing, 32, 36-38.
  • Frear, M., & Bitchener, J. (2015). The effects of cognitive complexity on written complexity. Journal of Second Language Writing, 30, 45-57.
  • Rummel, S., & Bitchener, J. (2015). The impact of Lao learners’ beliefs on written CF. Australian Review of Applied Linguistics, 38, 64-82.
  • Bitchener, J. (2015). Replication of written corrective feedback research. Language Teaching, 48 (3), 405-414.
  • Bitchener, J. (2013). Review of ‘Writing Development: Multiple Perspectives’ by R. Manchon (Ed.). Journal of Second Language Writing, 22 (4), 474-474.
  • 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 the Auckland University of Technology: A model of a seminar series for postgraduate students writing their first thesis or dissertation. In C. Thaiss (Ed.), Writing programs worldwide: Profiles of academic writing in many places (pp. 301- 311). 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, dx.doi/10.1080/13562517.2012.752728
  • 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. ro.uow.edu.au/jutlp/vol9/iss2/7
  • Bitchener, J., Basturkmen,H., & East, M. (2011). Best practice in supervisor feedback to thesis students. Report on 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. & 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). Written corrective feedback and advanced ESL learners. Journal of Second Language Writing, 19, 207-217.
  • Bitchener, J. (2010). A genre approach to understanding empirically-based thesis writing expectations. Good Practice Publication Grants Ako Aotearoa E-Book (pp.1-11).Wellington, NZ: Ako Aotearoa. www.akoaotearoa.ac.nz/gppg-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 Studies, 11, 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. (2009). Measuring the effectiveness of written corrective feedback: A response to “Overgeneralization 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. English in Asia (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.
  • Bitchener, J., & Knoch, U. (2008). The value of a focused approach to written corrective feedback. ELT Journal, 63 (3), 204-211.
  • Turner, E., & Bitchener, J. (2008). An approach to teaching the writing of literature reviews. www.zeitschrift-schreiben.eu 11.6.2008 pp.1-10.
  • Bitchener, J., & Banda, M. (2007). Postgraduate students’ understanding of the functions of thesis sub-genres: the case of the literature review. New Zealand Studies in Applied Linguistics, 13 (2), 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 Gloria Poedjosoedarmo (Ed). Innovative Approaches to Reading and Writing Instruction. Anthology Series 46. pp.160-172. Singapore: SEAMEO Regional Language Centre. ISBN 9971-74-090-7.

International conference presentations: (187)

Invited keynote and other presentations, seminars, workshops (416)

Recent keynote and conference presentations

  • Bitchener, J. (2017). Written feedback on doctoral students’ theoretical argumentation. A paper presented at AAAL conference, Portland, Oregon, USA, on 18 March 2017.
  • Bitchener, J. (2017). Challenges and solutions in supervising doctoral students: The preferred and the negotiated practices of an experienced supervisor. Keynote address presented at National Institute of Education, Singapore, conference on quality supervision, on 14 February, 2017.
  • Bitchener, J. (2017). The interplay between pre-writing advice and post-writing feedback given to doctoral students. A plenary address at National Institute of Education, Singapore, on 14 February 2017.
  • Bitchener, J. (2017). The different purposes and uses of the literature in the various part-genres of the dissertation. A plenary address to doctoral students at national Institute of Education, Singapore, on 15 February 2017.
  • Bitchener, J. (2016). Developing expertise in identifying and overcoming content shortcomings in doctoral thesis/dissertation part-genres. Paper presented at SSLW, Arizona State University, USA, on 21 October 2016.
  • Bitchener, J. (2016). Why written corrective feedback can contribute to L2 development. A paper presented at ALAA conference, Monash University, Melbourne, Australia on 6 December 2016.
  • Bitchener, J. (2015). Learning to write an effective argument at doctoral level. A plenary address at SSLW, AUT, Auckland, New Zealand on 19 November 2015.

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: 05-May-2017 1.58pm

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