Rachael Ruegg


Teaching in 2018

Research interests

Instruction and assessment of writing, Language testing and assessment, English medium instruction


Rachael Ruegg has Bachelor of Arts and Master of Arts degrees from Victoria University of Wellington. She obtained her Ph.D. in Linguistics from Macquarie University in 2015.

Tertiary Teaching and Research Experience

Rachael taught at Kanda University of International Studies for a period of four years. During this time she co-ordinated the Kanda English Proficiency Test research group and the Advanced Skills research group as well as the Writing Center.

Rachael taught at Akita International University for four and a half years, where she co-ordinated the Academic Achievement Center for four years.

She is currently teaching and co-ordinating the writing programme in the School of Linguistics and Applied Language Studies.

Selected Publications

Authored books

Miller, P. C., Ruegg, R., Araki, N., Agnello, M. F. & deBoer, M. (2017).  The Concise APA Handbook.  Charlotte, N.C.: Information Age Publishing.

Journal articles

Ruegg, R. (2015).  The influence of assessment of classroom writing on feedback processes and product vs. on product alone.  Writing and pedagogy, 7(2-3), 261-277.  

Ruegg, R. (2015).  An experiment in the ability of raters to evaluate lexis in writing.  International Journal of Studies in Applied Linguistics and ELT, 1(1), 38-50.

Ruegg, R. (2015).  Differences in the uptake of peer and teacher feedback on writing.  RELC Journal, 46(2), 131-145.

Ruegg, R. (2015).  The effect of assessment of process after receiving teacher feedback. Assessment and Evaluation in Higher Education, 41(2), 199-212.

Ruegg, R. (2015).   The relative effects of peer and teacher feedback on improvement in EFL students` writing ability. Linguistics and Education, 29(1), 73-82.

Ruegg, R. (2015). Student uptake of teacher written feedback on writing.  Asian EFL Journal, 17(1), 36-56.

Ruegg, R. (2014).  The effect of assessment of peer feedback on the quantity and quality of feedback given.  Papers in Language Testing and Assessment, 3(1), 24-43.

Ruegg, R. (2014). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy.  The Language Learning Journal:  DOI:10.1080/09571736.2014.958190

Fritz, E. & Ruegg, R. (2013). Rater sensitivity to lexical accuracy, sophistication and range when assessing writing.  Assessing Writing 18(2), 173-181.

Ruegg, R. & Sugiyama, Y. (2013). Organisation of ideas in writing: What are raters sensitive to? Language Testing in Asia 3(8): http://www.language testingasia.com/content/3/1/8

Ruegg, R., Fritz, E. & Holland, J. (2011). Rater sensitivity to qualities of lexis in writing.  TESOL Quarterly 45(1), 63-80.

Ruegg, R & Sugiyama, Y. (2010). Do analytic measures of content predict scores assigned for content in timed writing? Melbourne Papers in Language Testing, 15(1), 70-91.


Teaching in 2018