Rachael Ruegg

Senior Lecturer

Victoria University of Wellington

New Zealand

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About

Rachael Ruegg is a Senior Lecturer at Victoria University of Wellington, New Zealand. Her research focuses on first-year writing in the humanities and social sciences, as well as the academic success of EAL international undergraduate students. She has contributed to various studies related to educational materials in East Asian English-medium higher education settings, assessment practices, and the influence of English language proficiency on student achievement.

Articles (17)

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2025

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2025

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2025

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2025

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2025

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2025

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2024

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2023

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2022

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2022

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2022

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2022

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2022

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2021

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2020

Collaborators (3)

Averil Coxhead

Victoria University of Wellington

NEW ZEALAND

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Ha Hoang

Victoria University of Wellington

NEW ZEALAND

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Peter Gu

Associate Professor

Victoria University of Wellington

NEW ZEALAND

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Rachael Ruegg

Research Interests

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About

Articles (17)

Designing a rating scale for an integrated reading-writing test: A needs-oriented approach

From entry to excellence: Exploring relationships between admission pathways, disciplinary areas of study, and EAL international undergraduate students’ academic success in New Zealand

From entry to excellence: Exploring relationships between admission pathways, disciplinary areas of study, and EAL international undergraduate students’ academic success in New Zealand

Educational materials in East Asian English-medium higher education settings

Manner and Quality of Negotiation During L2 Collaborative Writing

Assessment of written assignments in first-year humanities and social sciences courses: textual features of academic writing

Assessment practices in full‐degree EMI programmes in Japan

The influence of English language proficiency test scores on the academic success of ESL undergraduate students

Admissions pathways and international undergraduates’ academic achievement

Retaining Students to Completion: A Qualitative Study of Institutional Factors

Moving On from a Bachelor of Arts degree

English Medium Instruction (EMI) lecturer support needs in Japan and China

Beyond comprehension: Reading requirements in first-year undergraduate courses

First-year writing in the humanities and social sciences: Requirements, expectations, and perceived weaknesses

Towards a better understanding of an academic success center in an EMI context

Effects of pathways into university on the academic success of international undergraduate students

The provision of student support on English Medium Instruction programmes in Japan and China

Collaborators (3)

Averil Coxhead

Ha Hoang

Peter Gu

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