Rachael Ruegg
Biographic Data
| ID | 4625626 |
|---|---|
| NAME | Rachael Ruegg |
| GIVEN NAMES | Rachael |
| FAMILY NAME | Ruegg |
| SIGNATURE | RUEGG R |
| AFFILIATIONS | Victoria University of Wellington |
| ORCID | 0000-0003-2437-3007 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
From dialogue to text: Linking peer interaction to real-time revisions during L2 collaborative writing
How engagement dynamics shape collaborative writing processes: Perspectives from EAL learners
Manner and Quality of Negotiation During L2 Collaborative Writing
Although peer interaction has received attention in second language (L2) collaborative writing (CW) research, the manner and quality of peer interaction have been less investigated. Previous studies usually examined peer interaction by looking at language-related episodes, overlooking the ways students negotiate for different types of knowledge for successful writing, such as content, organisation, and discourse. Moreover, the association between…
Educational materials in East Asian English-medium higher education settings
Assessment practices in full‐degree EMI programmes in Japan
Although an increasing amount of research has focussed on the relationship between student language proficiency and English‐medium instruction (EMI) programme outcomes, there has been little focus on the broader assessment of progress and learning within EMI programmes, especially in Asia. The purpose of this study was to determine the kinds of programme assessments used throughout all stages of full‐degree EMI programmes in Japan. Our inquiry ex…
From entry to excellence: Exploring relationships between admission pathways, disciplinary areas of study, and EAL international undergraduate students’ academic success in New Zealand
This study aims to identify whether EAL international students’ academic success is related to their university entry pathways and disciplinary areas of study in an English-speaking context. Academic performance records, including Grade Point Average (GPA) scores and percentage of enrolled academic points achieved, of 511 English as an additional language (EAL) undergraduate students over a six-semester period of study were analysed at a universi…
Comparing automated analysis and human analysis of hedging in academic texts
Hedging is a metadiscourse device employed by academic writers to manage knowledge claims and establish writer-reader interaction in written discourse. Research writing involves a balance of fact and a writer’s personal evaluation and interpretation. This study compared automated analysis of hedging through Authorial Voice Analyzer (AVA) with a more traditional human analysis of hedging, to increase understanding of the relative strengths and wea…
“It’s a pain, but it’s not like the end of the world”: Students’ experiences of emergency remote teaching
A chasm exists between pre-COVID online learning literature, focusing on teachers and students who have chosen online teaching and learning, and post-COVID literature, in which teaching and learning are forced online. This research focuses on students’ experiences of the move to online learning, the strategies they employed and their overall perceptions of differences between face-to-face and online learning. A single semi-structured interview wa…
Beyond comprehension: Reading requirements in first-year undergraduate courses
English Medium Instruction (EMI) lecturer support needs in Japan and China
Effects of pathways into university on the academic success of international undergraduate students
There has been a lack of research systematically identifying the kinds of international students who struggle to succeed academically in the New Zealand tertiary context. This research was conducted to determine whether students who enter through different pathways have equal likelihood of academic success after admission. Statistical information from a three-year period was collected at one university and analysed to identify student groups at r…
The provision of student support on English Medium Instruction programmes in Japan and China
The effect of assessment of process after receiving teacher feedback
This exploratory study investigated the effect of assessing both process and product compared to assessing written products alone. Two groups of students received teacher feedback over a one-year period. One group was assessed on their revisions in addition to the quality of final drafts, while a second group was assessed on the quality of final drafts alone. The uptake of feedback, in the form of revision attempts, and the success of those attem…
Rater Sensitivity to Qualities of Lexis in Writing
An examination of the scores given using analytic rating scales can provide insight into how well the scales are measuring what they are supposed to be measuring. Many analytic rating scales include separate scales for lexis and grammar, yet the distinction between lexis and grammar has not been widely researched or defined. It is therefore unclear whether separate lexis and grammar scales are appropriate. For this reason, the lexis scores for 14…
English Medium Instruction (EMI) lecturer support needs in Japan and China
Rater Sensitivity to Qualities of Lexis in Writing
An examination of the scores given using analytic rating scales can provide insight into how well the scales are measuring what they are supposed to be measuring. Many analytic rating scales include separate scales for lexis and grammar, yet the distinction between lexis and grammar has not been widely researched or defined. It is therefore unclear whether separate lexis and grammar scales are appropriate. For this reason, the lexis scores for 14…
Rater Sensitivity to Qualities of Lexis in Writing
An examination of the scores given using analytic rating scales can provide insight into how well the scales are measuring what they are supposed to be measuring. Many analytic rating scales include separate scales for lexis and grammar, yet the distinction between lexis and grammar has not been widely researched or defined. It is therefore unclear whether separate lexis and grammar scales are appropriate. For this reason, the lexis scores for 14…
The effect of assessment of process after receiving teacher feedback
This exploratory study investigated the effect of assessing both process and product compared to assessing written products alone. Two groups of students received teacher feedback over a one-year period. One group was assessed on their revisions in addition to the quality of final drafts, while a second group was assessed on the quality of final drafts alone. The uptake of feedback, in the form of revision attempts, and the success of those attem…
The provision of student support on English Medium Instruction programmes in Japan and China
Effects of pathways into university on the academic success of international undergraduate students
There has been a lack of research systematically identifying the kinds of international students who struggle to succeed academically in the New Zealand tertiary context. This research was conducted to determine whether students who enter through different pathways have equal likelihood of academic success after admission. Statistical information from a three-year period was collected at one university and analysed to identify student groups at r…
Beyond comprehension: Reading requirements in first-year undergraduate courses
English Medium Instruction (EMI) lecturer support needs in Japan and China
“It’s a pain, but it’s not like the end of the world”: Students’ experiences of emergency remote teaching
A chasm exists between pre-COVID online learning literature, focusing on teachers and students who have chosen online teaching and learning, and post-COVID literature, in which teaching and learning are forced online. This research focuses on students’ experiences of the move to online learning, the strategies they employed and their overall perceptions of differences between face-to-face and online learning. A single semi-structured interview wa…
Comparing automated analysis and human analysis of hedging in academic texts
Hedging is a metadiscourse device employed by academic writers to manage knowledge claims and establish writer-reader interaction in written discourse. Research writing involves a balance of fact and a writer’s personal evaluation and interpretation. This study compared automated analysis of hedging through Authorial Voice Analyzer (AVA) with a more traditional human analysis of hedging, to increase understanding of the relative strengths and wea…
Manner and Quality of Negotiation During L2 Collaborative Writing
Although peer interaction has received attention in second language (L2) collaborative writing (CW) research, the manner and quality of peer interaction have been less investigated. Previous studies usually examined peer interaction by looking at language-related episodes, overlooking the ways students negotiate for different types of knowledge for successful writing, such as content, organisation, and discourse. Moreover, the association between…
Educational materials in East Asian English-medium higher education settings
Assessment practices in full‐degree EMI programmes in Japan
Although an increasing amount of research has focussed on the relationship between student language proficiency and English‐medium instruction (EMI) programme outcomes, there has been little focus on the broader assessment of progress and learning within EMI programmes, especially in Asia. The purpose of this study was to determine the kinds of programme assessments used throughout all stages of full‐degree EMI programmes in Japan. Our inquiry ex…
From entry to excellence: Exploring relationships between admission pathways, disciplinary areas of study, and EAL international undergraduate students’ academic success in New Zealand
This study aims to identify whether EAL international students’ academic success is related to their university entry pathways and disciplinary areas of study in an English-speaking context. Academic performance records, including Grade Point Average (GPA) scores and percentage of enrolled academic points achieved, of 511 English as an additional language (EAL) undergraduate students over a six-semester period of study were analysed at a universi…
From dialogue to text: Linking peer interaction to real-time revisions during L2 collaborative writing
How engagement dynamics shape collaborative writing processes: Perspectives from EAL learners
Psychology (11 works) · Mathematics education (9 works) · Pedagogy (9 works) · Computer Science (8 works) · Second Language Learning and Teaching (8 works) · EFL/ESL Teaching and Learning (6 works) · Medical education (6 works) · Medicine (6 works) · Political science (5 works) · Sociology (5 works)