| Narrative frames for investigating the experiences of language teachers G Barkhuizen, R Wette System 36 (3), 372-387, 2008 | 470 | 2008 |
| Evaluating student learning in a university-level EAP unit on writing using sources R Wette Journal of Second Language Writing 19 (3), 158-177, 2010 | 232 | 2010 |
| Source text use by undergraduate post-novice L2 writers in disciplinary assignments: Progress and ongoing challenges R Wette Journal of Second Language Writing 37, 46-58, 2017 | 112 | 2017 |
| Using mind maps to reveal and develop genre knowledge in a graduate writing course R Wette Journal of second language writing 38, 58-71, 2017 | 105 | 2017 |
| Teachers' practices in EAP writing instruction: Use of models and modeling R Wette System 42, 60-69, 2014 | 73 | 2014 |
| The academic discourse socialisation challenges and coping strategies of international graduate students entering English-medium universities R Wette, C Furneaux System 78, 186-200, 2018 | 71 | 2018 |
| Teaching the book and educating the person: Challenges for university English language teachers in China R Wette, G Barkhuizen Asia Pacific Journal of Education 29 (2), 195-212, 2009 | 70 | 2009 |
| Professional knowledge in action: How experienced ESOL teachers respond to feedback from learners within syllabus and contextual constraints R Wette System 38 (4), 569-579, 2010 | 65 | 2010 |
| Source-based writing in a health sciences essay: Year 1 students' perceptions, abilities and strategies R Wette Journal of English for Academic Purposes 36, 61-75, 2018 | 57 | 2018 |
| Making the instructional curriculum as an interactive, contextualized process: case studies of seven ESOL teachers R Wette Language teaching research 13 (4), 337-365, 2009 | 51 | 2009 |
| English proficiency tests and communication skills training for overseas-qualified health professionals in Australia and New Zealand R Wette Language Assessment Quarterly 8 (2), 200-210, 2011 | 48 | 2011 |
| Teacher-led collaborative modelling in academic L2 writing courses R Wette ELT journal 69 (1), 71-80, 2015 | 39 | 2015 |
| Writing using sources for academic purposes: Theory, research and practice R Wette Routledge, 2020 | 36 | 2020 |
| Embedded provision to develop source-based writing skills in a Year 1 health sciences course: How can the academic literacy developer contribute? R Wette English for Specific Purposes 56, 35-49, 2019 | 34 | 2019 |
| Achieving English proficiency for professional registration: The experience of overseas-qualified health professionals in the New Zealand context J Read, R Wette, P Deverall International English Language Testing System (IELTS) Research Reports 2009 …, 2009 | 34 | 2009 |
| Measuring gains in an EMP course and the perspectives of language and medical educators as assessors R Wette, SJ Hawken English for Specific Purposes 42, 38-49, 2016 | 32 | 2016 |
| Product–process distinctions in ELT curriculum theory and practice R Wette ELT journal 65 (2), 136-144, 2011 | 31 | 2011 |
| Teaching Writing for Academic Purposes to Multilingual Students J Bitchener, N Storch, R Wette Taylor & Francis, 2017 | 29 | 2017 |
| L2 undergraduate students learning to write using sources: A trajectory of skill development R Wette Teaching writing for academic purposes to multilingual students, 99-112, 2017 | 27 | 2017 |
| English for academic purposes H Basturkmen, R Wette The Routledge handbook of English language teaching, 164-176, 2016 | 26 | 2016 |