AUT - John Bitchener

AUT

Professor John Bitchener

John Bitchener.

Professor of Applied Linguistics

Phone: 64 21 474 610

Email: john.bitchener@aut.ac.nz

Physical Address:
Room WT1003, Level 10, 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

  • Dusadee Smith: Adjustment experiences of non-indigenous language learners studying a second language in a different country: A case study of Chinese non-indigenous Thai learners at Mahasarakham University, Thailand.
  • Mark Frear: The effects of cognitive task complexity and planning time on syntactic and lexical complexity in second language writing.
  • Stephanie Rummel: The effect of L2 learners' beliefs on their response to written corrective feedback.
  • 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 Ne wZealand tertiary classroom.
  • Xiaoyun Bian Mary: Focusing on discourse: Effects of teacher feedback.
  • Su Li: Comprehensive written corrective feedback, L2 writing accuracy and L2 proficiency.
  • Saeed Roshan: An investigation into the comparative effectiveness of explicit & implicit oral and written corrective feedback on learners of English as a foreign language.
  • Samira Yadollahi Kakh: Addressing the issue of plagiarism in academic writing among non-native postgraduate students.
  • Shirley Chanjuandu (pending): A content-based instructional apporach to argumentative writing for IELTS examinations.

Thesis-writing seminars/workshops for postgraduate students across the university.

 

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:

  • Bitchener, J. (2013). A guide to supervising non-native English writers of theses and dissertations: Focusing on the writing process. New York: Routledge.
  • Bitchener, J. & Storch, N. (2013). 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. (2012). The language learning potential of written corrective feedback. Journal of Second Language Writing (in press).
  • Bitchener, J. (2012). Written corrective feedback for L2 development: Current knowledge and future research. TESOL Quarterly (in press).
  • 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.

Awards:

  • 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 on-line 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: 08 Nov 2012 2:15pm

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