The University of Queensland

Corpora for Language Learning : Bridging the Research-Practice Divide

Crosthwaite, Peter (2024). Corpora for Language Learning : Bridging the Research-Practice Divide. London: Routledge. doi: 10.4324/9781003413301

Using language data to learn about language: a teachers' guide to classroom corpus use

P. T. Pinto, P. Crosthwaite, C. T. de Carvalho, F. Spinelli, T. Serpa, W. Garcia and A. O. Ottaiano eds. (2023). Using language data to learn about language: a teachers' guide to classroom corpus use. Brisbane, QLD Australia: The University of Queensland. doi: 10.14264/3bbe92d

IELTS Band Buster General Training Writing Task 1 for Band 5+

Crosthwaite, P. (2022). IELTS Band Buster General Training Writing Task 1 for Band 5+. Cambridge, United Kingdom: Cambridge University Press.

IELTS Band Buster General Training Writing Task 1 for Band 6+

Crosthwaite, P. (2022). IELTS Band Buster General Training Writing Task 1 for Band 6+. Cambridge, United Kingdom: Cambridge University Press.

IELTS Band Buster General Training Writing Task 1 for Band 7+

Crosthwaite, P. (2022). IELTS Band Buster General Training Writing Task 1 for Band 7+. Cambridge, United Kingdom: Cambridge University Press.

IELTS Band Buster General Training Writing Task 2 for Band 5+

Crosthwaite, P. (2022). IELTS Band Buster General Training Writing Task 2 for Band 5+. Cambridge, United Kingdom: Cambridge University Press.

IELTS Band Buster General Training Writing Task 2 for Band 6+

Crosthwaite, P. (2022). IELTS Band Buster General Training Writing Task 2 for Band 6+. Cambridge, United Kingdom: Cambridge University Press.

IELTS Band Buster General Training Writing Task 2 for Band 7+

Crosthwaite, P. (2022). IELTS Band Buster General Training Writing Task 2 for Band 7+. Cambridge, United Kingdom: Cambridge University Press.

Referring in a second language: studies on reference to person in a multilingual world

Jonathon Ryan and Peter Crosthwaite eds. (2020). Referring in a second language: studies on reference to person in a multilingual world. Routledge Studies in Applied Linguistics, Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429263972

Data-driven learning for the next generation: corpora and DDL for pre-tertiary learners

Peter Crosthwaite ed. (2019). Data-driven learning for the next generation: corpora and DDL for pre-tertiary learners. London, United Kingdom: Routledge. doi: 10.4324/9780429425899

Learning the language of dentistry: disciplinary corpora in the teaching of English for specific academic purposes

Crosthwaite, Peter and Cheung, Lisa (2019). Learning the language of dentistry: disciplinary corpora in the teaching of English for specific academic purposes. Amsterdam, Netherlands: John Benjamins Publishing. doi: 10.1075/scl.93

Mindset for IELTS: Student Book 1

Crosthwaite, Peter, Hutchison, Susan, Wijayatilake, Claire and De Souza, Natasha (2017). Mindset for IELTS: Student Book 1. Cambridge, United Kingdom: Cambridge University Press.

Mindset for IELTS: Student book 2

Crosthwaite, Peter, De Souza, Natasha and Loewenthal, Marc (2017). Mindset for IELTS: Student book 2. Cambridge, United Kingdom: Cambridge University Press.

초고속 (Faster, Higher, More Efficient) IELTS Speaking

Crosthwaite, Peter and Bae, Yeonsuk (2013). 초고속 (Faster, Higher, More Efficient) IELTS Speaking. Korea: Hye Ji Won.

Bridging the Research-Practice Divide for Data-Driven Learning

Crosthwaite, Peter (2024). Bridging the Research-Practice Divide for Data-Driven Learning. Corpora for Language Learning. (pp. 1-8) London: Routledge. doi: 10.4324/9781003413301-1

Corpus linguistics: mixed-methods research

Crosthwaite, Peter (2023). Corpus linguistics: mixed-methods research. Wiley encyclopaedia of applied linguistics. (pp. ---) edited by C. Chappelle. Hoboken, NJ, United States: Wiley. doi: 10.1002/9781405198431.wbeal20019

DDL for younger learners

Crosthwaite, Peter (2022). DDL for younger learners. The Routledge handbook of corpora and English language teaching and learning. (pp. 377-389) edited by Reka R. Jablonkai and Eniko Csomay. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781003002901-30

Afterword: new directions in L2 reference research

Ryan, Jonathon and Crosthwaite, Peter (2020). Afterword: new directions in L2 reference research. Referring in a second language: studies on reference to person in a multilingual world. (pp. 203-210) edited by Jonathon Ryan and Peter Crosthwaite. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429263972-11

Referential movement in L2 vs. heritage Korean: a learner corpus study

Crosthwaite, Peter and Jee, Min Jung (2020). Referential movement in L2 vs. heritage Korean: a learner corpus study. Referring in a second language: studies on reference to person in a multilingual world. (pp. 75-99) edited by Jonathon Ryan and Peter Crosthwaite. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429263972-5

Referring in a second language: introduction to the volume

Crosthwaite, Peter and Ryan, Jonathon (2020). Referring in a second language: introduction to the volume. Referring in a second language: studies on reference to person in a multilingual world. (pp. 1-15) edited by Jonathon Ryan and Peter Crosthwaite. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429263972-1

“It helps me get ideas on how to use my words”: primary school students’ initial reactions to corpus use in a private tutoring setting

Crosthwaite, Peter and Stell, Annita (2020). “It helps me get ideas on how to use my words”: primary school students’ initial reactions to corpus use in a private tutoring setting. Data-driven learning for the next generation: corpora and DDL for pre-tertiary learners. (pp. 150-170) edited by Peter Crosthwaite. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429425899-9

Afterword

Crosthwaite, Peter (2019). Afterword. Data-driven learning for the next generation: corpora and DDL for pre-tertiary learners. (pp. 228-229) edited by Peter Crosthwaite. London, United Kingdom: Routledge. doi: 10.4324/9780429425899-13

Data-driven learning and younger learners: Introduction to the volume

Crosthwaite, Peter (2019). Data-driven learning and younger learners: Introduction to the volume. Data-driven learning for the next generation: Corpora and DDL for pre-tertiary learners. (pp. 1-10) edited by Peter Crosthwaite. London, United Kingdom: Routledge. doi: 10.4324/9780429425899-1

‘Fear and Disgust’ - A Corpus Study of Sentiment towards Sporting Events as Expressed Multimodally on 4chan’s/sp/board

Crosthwaite, Peter and Cheung, Joyce (2019). ‘Fear and Disgust’ - A Corpus Study of Sentiment towards Sporting Events as Expressed Multimodally on 4chan’s/sp/board. Corpus Approaches to the Language of Sports: Texts, Media, Modalities. (pp. 219-251) Bloomsbury Publishing Plc..

‘Fear and disgust’ – a corpus study of sentiment towards sporting events as expressed multimodally on 4chan’s/sp/board

Crosthwaite, Peter and Cheung, Joyce (2019). ‘Fear and disgust’ – a corpus study of sentiment towards sporting events as expressed multimodally on 4chan’s/sp/board. Corpus approaches to the language of sports: texts, media, modalities. (pp. 241-266) edited by Marcus Callies and Magnus Levin. London, United Kingdom: Bloomsbury Academic. doi: 10.5040/9781350088238.ch-010

Teaching and learning styles in South-East Asian cultures

Crosthwaite, Peter Robert (2018). Teaching and learning styles in South-East Asian cultures. The TESOL encyclopedia of English language teaching. (pp. 1-6) edited by John I. Liontas, Margo DelliCarpini, Shahid Abrar-ul-Hassan, Neil J. Anderson, Diane D. Belcher, Christel Broady, MaryAnn Christison, Christine Coombe, Alan Hirvela, Guangwei Hu, Greg Kessler, Hossein Nassaji, Shondel Nero, Gloria Park, Willy A. Renandya, Kate Mastruserio Reynolds, Spencer Salas, Ali Fuad Selvi and Ali Shehadeh. New York, NY United States: Wiley. doi: 10.1002/9781118784235.eelt0681

A user-friendly corpus tool for disciplinary data-driven learning : Introducing <i>CorpusMate</i>

Crosthwaite, Peter and Baisa, Vít (2024). A user-friendly corpus tool for disciplinary data-driven learning : Introducing CorpusMate. International Journal of Corpus Linguistics. doi: 10.1075/ijcl.23056.cro

A comparative analysis of multiword units in the reading and listening input of English textbooks

Hoang, Hien and Crosthwaite, Peter (2024). A comparative analysis of multiword units in the reading and listening input of English textbooks. System, 121 103224, 1-14. doi: 10.1016/j.system.2024.103224

Editorial

Crosthwaite, Peter (2024). Editorial. Australian Review of Applied Linguistics, 47 (1), 1-3. doi: 10.1075/aral.00045.cro

Walking the Walk? (Mis)alignment of <scp>EFL</scp> Teachers' Self‐Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus‐Based Language Pedagogy

Chung, Tieu Thuy, Crosthwaite, Peter, Cao, Cam Thi Hong and de Carvalho, Carolina Tavares (2024). Walking the Walk? (Mis)alignment of EFL Teachers' Self‐Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus‐Based Language Pedagogy. TESOL Quarterly. doi: 10.1002/tesq.3299

Mapping cohesion in research articles of applied linguistics: a close look at rhetorical sections

Golparvar, Seyyed Ehsan, Crosthwaite, Peter and Ziaeian, Elahe (2024). Mapping cohesion in research articles of applied linguistics: a close look at rhetorical sections. Journal of English for Academic Purposes, 67 101316, 101316. doi: 10.1016/j.jeap.2023.101316

Directives in Covid-19 government guidance: an international comparison

Vincent, Benet, Power, Kate, Crosthwaite, Peter and Gardner, Sheena (2023). Directives in Covid-19 government guidance: an international comparison. Applied Corpus Linguistics, 3 (3) 100063, 10006. doi: 10.1016/j.acorp.2023.100063

Generative AI and the end of corpus-assisted data-driven learning? Not so fast!

Crosthwaite, Peter and Baisa, Vitek (2023). Generative AI and the end of corpus-assisted data-driven learning? Not so fast!. Applied Corpus Linguistics, 3 (3) 100066, 100066. doi: 10.1016/j.acorp.2023.100066

Research trends in corpus linguistics: a bibliometric analysis of two decades of Scopus-indexed corpus linguistics research in arts and humanities

Crosthwaite, Peter, Ningrum, Sulistya and Schweinberger, Martin (2023). Research trends in corpus linguistics: a bibliometric analysis of two decades of Scopus-indexed corpus linguistics research in arts and humanities. International Journal of Corpus Linguistics, 28 (3), 344-377. doi: 10.1075/ijcl.21072.cro

Book review: Pascual Pérez-Paredes and Geraldine Mark (eds.). Beyond concordance lines: corpora in language education. Amsterdam/Philadelphia: John Benjamins Publishing Company, 2021. ix. 255 pp. ISBN: 978-9-02720989-4 (HB)

Crosthwaite, Peter (2023). Book review: Pascual Pérez-Paredes and Geraldine Mark (eds.). Beyond concordance lines: corpora in language education. Amsterdam/Philadelphia: John Benjamins Publishing Company, 2021. ix. 255 pp. ISBN: 978-9-02720989-4 (HB). ICAME Journal, 47 (1), 145-148. doi: 10.2478/icame-2023-0009

The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study

Chung, Edsoulla, Crosthwaite, Peter Robert and Lee, Cynthia (2023). The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study. International Review of Applied Linguistics in Language Teaching. doi: 10.1515/iral-2022-0155

Research trends in L2 written corrective feedback: a bibliometric analysis of three decades of Scopus-indexed research on L2 WCF

Crosthwaite, Peter, Ningrum, Sulistya and Lee, Icy (2022). Research trends in L2 written corrective feedback: a bibliometric analysis of three decades of Scopus-indexed research on L2 WCF. Journal of Second Language Writing, 58 100934, 1-16. doi: 10.1016/j.jslw.2022.100934

Developmental corpus insights into the writing life of a primary school child in Australia

Hamid, M. Obaidul and Crosthwaite, Peter (2022). Developmental corpus insights into the writing life of a primary school child in Australia. Australian Review of Applied Linguistics, 47 (1), 27-50. doi: 10.1075/aral.21062.ham

Multi-dimensional exploratory factor analysis of TED talks

Wingrove, Peter and Crosthwaite, Peter (2022). Multi-dimensional exploratory factor analysis of TED talks. Register Studies, 4 (1), 91-131. doi: 10.1075/rs.21008.win

“The findings might not be generalizable”: investigating negation in the ‘limitations’ sections of Ph.D. theses across disciplines

Sun, Shuyi Amelia and Crosthwaite, Peter (2022). “The findings might not be generalizable”: investigating negation in the ‘limitations’ sections of Ph.D. theses across disciplines. Journal of English for Academic Purposes, 59 101155, 1-16. doi: 10.1016/j.jeap.2022.101155

“Establish a niche” via negation: a corpus-based study of negation within the Move 2 sections of PhD thesis introductions

Sun, Shuyi and Crosthwaite, Peter (2022). “Establish a niche” via negation: a corpus-based study of negation within the Move 2 sections of PhD thesis introductions. Open Linguistics, 8 (1), 189-208. doi: 10.1515/opli-2022-0190

Data-driven learning with younger learners: exploring corpus-assisted development of the passive voice for science writing with female secondary school students

Crosthwaite, Peter and Steeples, Brett (2022). Data-driven learning with younger learners: exploring corpus-assisted development of the passive voice for science writing with female secondary school students. Computer Assisted Language Learning, 1-32. doi: 10.1080/09588221.2022.2068615

Constructing COVID-19: A corpus-informed analysis of prime ministerial crisis response communication by gender

Power, Kate and Crosthwaite, Peter (2022). Constructing COVID-19: A corpus-informed analysis of prime ministerial crisis response communication by gender. Discourse & Society, 33 (3), 1-27. doi: 10.1177/09579265221076612

Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL

Crosthwaite, Peter, Luciana and Wijaya, David (2021). Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL. Computer Assisted Language Learning, 36 (7), 1-29. doi: 10.1080/09588221.2021.1995001

Training disciplinary genre awareness through blended learning: an exploration into EAP students’ perceptions of online annotation of genres across disciplines

Crosthwaite, Peter, Sanhueza, Alicia Gazmuri and Schweinberger, Martin (2021). Training disciplinary genre awareness through blended learning: an exploration into EAP students’ perceptions of online annotation of genres across disciplines. Journal of English for Academic Purposes, 53 101021, 1-16. doi: 10.1016/j.jeap.2021.101021

Voices from the periphery: perceptions of Indonesian primary vs secondary pre-service teacher trainees about corpora and data-driven learning in the L2 English classroom

Crosthwaite, Peter, Luciana and Schweinberger, Martin (2021). Voices from the periphery: perceptions of Indonesian primary vs secondary pre-service teacher trainees about corpora and data-driven learning in the L2 English classroom. Applied Corpus Linguistics, 1 (1) 100003, 1-13. doi: 10.1016/j.acorp.2021.100003

The affordances of WeChat voice messaging for Chinese EFL learners during private tutoring

Wang, Haiyan and Crosthwaite, Peter (2021). The affordances of WeChat voice messaging for Chinese EFL learners during private tutoring. CALL-EJ, 22 (1), 223-245.

Evaluative stance in Vietnamese and English writing by the same authors: a corpus-informed appraisal study

Chung, Tieu-Thuy, Bui, Luyen-Thi and Crosthwaite, Peter (2021). Evaluative stance in Vietnamese and English writing by the same authors: a corpus-informed appraisal study. Research in Corpus Linguistics, 10 (1), 1-30. doi: 10.32714/ricl.10.01.01

Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution

Crosthwaite, Peter, Storch, Neomy and Schweinberger, Martin (2020). Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution. Journal of Second Language Writing, 49 100729, 100729. doi: 10.1016/j.jslw.2020.100729

Corpus linguistics and education in Australia

Bednarek, Monika, Crosthwaite, Peter and García, Alexandra I. (2020). Corpus linguistics and education in Australia. Australian Review of Applied Linguistics, 43 (2), 105-116. doi: 10.1075/aral.00029.edi

Taking DDL online: Designing, implementing and evaluating a SPOC on data-driven learning for tertiary L2 writing

Crosthwaite, Peter (2020). Taking DDL online: Designing, implementing and evaluating a SPOC on data-driven learning for tertiary L2 writing. Australian Review of Applied Linguistics, 43 (2), 169-195. doi: 10.1075/aral.00031.cro

Gender-preferential language use in L1 and L2 argumentative essays? Evidence against lists of ‘gendered’ language features

Ningrum, Sulistya and Crosthwaite, Peter (2020). Gender-preferential language use in L1 and L2 argumentative essays? Evidence against lists of ‘gendered’ language features. Indonesian Journal of Applied Linguistics, 10 (1), 226-241. doi: 10.17509/ijal.v10i1.25100

Definite article bridging relations in L2: A learner corpus study

Crosthwaite, Peter Robert (2019). Definite article bridging relations in L2: A learner corpus study. Corpus Linguistics and Linguistic Theory, 15 (2), 297-320. doi: 10.1515/cllt-2015-0058

Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice

Mao, Shiman Shae and Crosthwaite, Peter (2019). Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice. Journal of Second Language Writing, 45, 46-60. doi: 10.1016/j.jslw.2019.05.004

Disciplinary differences in the use of evaluative that: expression of stance via that-clauses in business and medicine

Kim, Chanhee and Crosthwaite, Peter (2019). Disciplinary differences in the use of evaluative that: expression of stance via that-clauses in business and medicine. Journal of English for Academic Purposes, 41 100775, 100775. doi: 10.1016/j.jeap.2019.100775

Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning

Crosthwaite, Peter, Wong, Lillian L.C. and Cheung, Joyce (2019). Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning. ReCall, 31 (03), 255-275. doi: 10.1017/s0958344019000077

Validating an L2 academic group oral assessment: insights from a spoken learner corpus

Crosthwaite, Peter Robert and Raquel, Michelle (2019). Validating an L2 academic group oral assessment: insights from a spoken learner corpus. Language Assessment Quarterly, 16 (1), 39-63. doi: 10.1080/15434303.2019.1572149

Exploring stance in the manifestos of 3 candidates for the Hong Kong Chief Executive election 2017: Combining CDA and corpus-like insights

Yan Eureka Ho, Sin and Crosthwaite, Peter (2018). Exploring stance in the manifestos of 3 candidates for the Hong Kong Chief Executive election 2017: Combining CDA and corpus-like insights. Discourse & Society, 29 (6), 095792651880293-654. doi: 10.1177/0957926518802934

Appraisal resources in L1 and L2 argumentative essays: a contrastive learner corpus study of evaluative stance

Lam, Suet Ling and Crosthwaite, Peter (2018). Appraisal resources in L1 and L2 argumentative essays: a contrastive learner corpus study of evaluative stance. Journal of Corpora and Discourse Studies, 1 (1), 8-35. doi: 10.18573/jcads.1

Grammatical complexity in academic English, Douglas Biber Bethany Gray 2016. Cambridge: Cambridge University Press, I + 276

Crosthwaite, Peter (2018). Grammatical complexity in academic English, Douglas Biber Bethany Gray 2016. Cambridge: Cambridge University Press, I + 276. World Englishes, 37 (1), 140-141. doi: 10.1111/weng.12309

Definite discourse-new reference in L1 and L2: the case of L2 Mandarin

Crosthwaite, Peter, Yeung, Yuk, Bai, Xuefei, Lu, Li and Bae, Yeonsuk (2018). Definite discourse-new reference in L1 and L2: the case of L2 Mandarin. Studies in Second Language Acquisition, 40 (03), 1-25. doi: 10.1017/S0272263117000353

Review of Schubert, Christoph & Christina Sanchez-Stockhammer, eds. (2016) Variational text linguistics: revisiting register in English

Crosthwaite, Peter (2018). Review of Schubert, Christoph & Christina Sanchez-Stockhammer, eds. (2016) Variational text linguistics: revisiting register in English. Functions of Language, 25 (2), 328-334. doi: 10.1075/fol.00007.cro

Does EAP affect written L2 academic stance? A longitudinal learner corpus study

Crosthwaite, Peter and Jiang, Kevin (2017). Does EAP affect written L2 academic stance? A longitudinal learner corpus study. System, 69, 92-107. doi: 10.1016/j.system.2017.06.010

Does EAP writing instruction reduce L2 errors? Evidence from a longitudinal corpus of L2 EAP essays and reports

Crosthwaite, Peter (2017). Does EAP writing instruction reduce L2 errors? Evidence from a longitudinal corpus of L2 EAP essays and reports. International Review of Applied Linguistics in Language Teaching, 56 (3), 315-343. doi: 10.1515/iral-2016-0129

Retesting the limits of data-driven learning: feedback and error correction

Crosthwaite, Peter (2017). Retesting the limits of data-driven learning: feedback and error correction. Computer Assisted Language Learning, 30 (6), 447-473. doi: 10.1080/09588221.2017.1312462

Exploring rater conceptions of academic stance and engagement during group tutorial discussion assessment

Crosthwaite, Peter, Boynton, Simon and Cole III, Sam (2017). Exploring rater conceptions of academic stance and engagement during group tutorial discussion assessment. Journal of English for Academic Purposes, 28, 1-13. doi: 10.1016/j.jeap.2017.04.004

Writing with attitude: stance expression in learner and professional dentistry research reports

Crosthwaite, Peter, Cheung, Lisa and Jiang, Feng (Kevin) (2017). Writing with attitude: stance expression in learner and professional dentistry research reports. English for Specific Purposes, 46, 107-123. doi: 10.1016/j.esp.2017.02.001

An investigation of English learning motivation disposition in Chinese universities

Mengxi, Yao and Crosthwaite, Peter (2017). An investigation of English learning motivation disposition in Chinese universities. Asian Journal of Applied Linguistics, 4 (1), 30-47.

An investigation of changes in L2 writing anxiety between blended and conventional English language learning context

Bailey, Daniel R., Lee, Andrea Rakushin, Vorst, Tommy Che and Crosthwaite, Peter (2017). An investigation of changes in L2 writing anxiety between blended and conventional English language learning context. CALL - EJ, 18 (1), 21-39.

An investigation of differences and changes in L2 writing anxiety between blended and conventional english language learning context

Bailey, David R., Lee, Andrea Rakushin, Vorst, Tommy Che and Crosthwaite, Peter (2017). An investigation of differences and changes in L2 writing anxiety between blended and conventional english language learning context. CALL-EJ, 18 (1), 22-39.

Review of Sylviane Granger, Gaëtanelle Gilquin and Fanny Meunier (eds.)The Cambridge Handbook of Learner Corpus Research. Cambridge: CUP

Crosthwaite, P. (2017). Review of Sylviane Granger, Gaëtanelle Gilquin and Fanny Meunier (eds.)The Cambridge Handbook of Learner Corpus Research. Cambridge: CUP. ICAME Journal, 41 (1), 229-234. doi: 10.1515/icame-2017-0012

Cross-linguistic patterns in the acquisition of quantifiers

Katsos, Napoleon, Cummins, Chris, Ezeizabarrena, Maria-Jose, Gavarro, Anna, Kraljevic, Jelena Kuvac, Hrzica, Gordana, Grohmann, Kleanthes K., Skordi, Athina, de Lopez, Kristine Jensen, Sundahl, Lone, van Hout, Angeliek, Hollebrandse, Bart, Overweg, Jessica, Faber, Myrthe, van Koert, Margreet, Smith, Nafsika, Vija, Maigi, Zupping, Sirli, Kunnari, Sari, Morisseau, Tiffany, Rusieshvili, Manana, Yatsushiro, Kazuko, Fengler, Anja, Varlokosta, Spyridoula, Konstantzou, Katerina, Farby, Shira, Guasti, Maria Teresa, Vernice, Mirta, Okabe, Reiko ... Noveck, Ira (2016). Cross-linguistic patterns in the acquisition of quantifiers. Proceedings of the National Academy of Sciences, 113 (33), 9244-9249. doi: 10.1073/pnas.1601341113

Validating an Academic Group Tutorial Discussion Speaking Test

Crosthwaite, Peter, Boynton, Simon and Cole, Sam (2016). Validating an Academic Group Tutorial Discussion Speaking Test. International Journal of English Linguistics, 6 (4), 12-29. doi: 10.5539/ijel.v6n4p12

A longitudinal multidimensional analysis of EAP writing: implications for pedagogy

Crosthwaite, Peter (2016). A longitudinal multidimensional analysis of EAP writing: implications for pedagogy. Journal of English for Academic Purposes, 22, 166-178. doi: 10.1016/j.jeap.2016.04.005

'Almost People': A learner corpus account of L2 use and misuse of non-numerical quantification

Crosthwaite, Peter, Choy, Lavigne L. Y. and Bae, Yeonsuk (2016). 'Almost People': A learner corpus account of L2 use and misuse of non-numerical quantification. Open Linguistics, 2 (1), 317-336. doi: 10.1515/opli-2016-0015

A learner corpus study of Filipino L2 English definite article use: The way forward for language teachers

Crosthwaite, Peter and Choy, Lavigne L. Y. (2016). A learner corpus study of Filipino L2 English definite article use: The way forward for language teachers. The Asian EFL Journal (93), 4-23.

L2 English article use by L1 speakers of article-less languages: a learner corpus study

Crosthwaite, Peter (2016). L2 English article use by L1 speakers of article-less languages: a learner corpus study. International Journal of Learner Corpus Research, 2 (1), 68-100. doi: 10.1075/ijlcr.2.1.03cro

Managing referential movement in Asian L2 writing: Implications for pedagogy

Crosthwaite, Peter (2016). Managing referential movement in Asian L2 writing: Implications for pedagogy. Writing & Pedagogy, 8 (3), 539-560. doi: 10.1558/wap.27695

Assessing in-class participation for EFL: considerations of effectiveness and fairness for different learning styles

Crosthwaite, Peter R., Bailey, Daniel R. and Meeker, Ashley (2015). Assessing in-class participation for EFL: considerations of effectiveness and fairness for different learning styles. Language Testing in Asia, 5 (9) 9. doi: 10.1186/s40468-015-0017-1

Difficulties with computational coreference tracking: how to achieve 'coherence in mind' without a mind?

Crosthwaite, Peter (2015). Difficulties with computational coreference tracking: how to achieve 'coherence in mind' without a mind?. Linguistic Research, 32 (2), 451-468. doi: 10.17250/khisli.32.2.201508.007

Review of Corpus-based Research in Applied Linguistics: Studies in Honor of Doug Biber

Crosthwaite, Peter (2015). Review of Corpus-based Research in Applied Linguistics: Studies in Honor of Doug Biber. International Journal of Corpus Linguistics, 20 (4), 553-559. doi: 10.1075/ijcl.20.4.06cro

Definite discourse-new reference in L1 and L2: a study of bridging in Mandarin, Korean, and English

Crosthwaite, Peter Robert (2014). Definite discourse-new reference in L1 and L2: a study of bridging in Mandarin, Korean, and English. Language Learning, 64 (3), 456-492. doi: 10.1111/lang.12062

An error analysis of L2 English discourse reference through learner corpora analysis

Crosthwaite, Peter (2013). An error analysis of L2 English discourse reference through learner corpora analysis. Linguistic Research, 30 (2), 163-193.

Learner corpus linguistics in the EFL classroom

Crosthwaite, Peter (2012). Learner corpus linguistics in the EFL classroom. PASAA - A Journal of Language Teaching and Learning in Thailand, 44, 133-147.

The effect of collaboration on the cohesion and coherence of L2 narrative discourse between English NS and Korean L2 English users

Crosthwaite, Peter (2011). The effect of collaboration on the cohesion and coherence of L2 narrative discourse between English NS and Korean L2 English users. The Asian EFL Journal, 13 (4), 135-166.

Data-driven learning for secondary students: students and teachers’ perceptions and use of corpora for improving science report writing: a focus on mixed-methods for applied CL studies

Crosthwaite, P. (2023). Data-driven learning for secondary students: students and teachers’ perceptions and use of corpora for improving science report writing: a focus on mixed-methods for applied CL studies. AAAL2023, Portland, OR USA, 18-22 March 2023.

Mixed-methods research in corpus linguistics

Crosthwaite, P. (2022). Mixed-methods research in corpus linguistics. International congress on English language education and applied linguistics 2022, Hong Kong SAR, 6-9 December 2022.

Data-driven learning for younger learners: Introducing CorpusMate

Crosthwaite, Peter (2022). Data-driven learning for younger learners: Introducing CorpusMate. Australian Linguistics Society (ALS) 2022, Melbourne, Australia, 30 November-2 December 2022.

Research trends in corpus linguistics: A bibliometric analysis of two decades of Scopus-indexed corpus linguistics research in arts and humanities

Crosthwaite, P. (2022). Research trends in corpus linguistics: A bibliometric analysis of two decades of Scopus-indexed corpus linguistics research in arts and humanities. Malaysian Corpus Research Symposium 2022, National University of Malaysia, 28-29 September.

“Cutting out the middleman”: Teachers’ experiences doing DDL without an applied linguist

Crosthwaite, P. and Sanhueza, A.G. (2022). “Cutting out the middleman”: Teachers’ experiences doing DDL without an applied linguist. EUROCALL2022, Iceland, 17-20 August 2022.

Research trends in corpus linguistics: a bibliometric analysis of two decades of Scopus-indexed corpus linguistics research in arts and humanities

Crosthwaite, P., Ningrum, S. and Schweinberger, M. (2022). Research trends in corpus linguistics: a bibliometric analysis of two decades of Scopus-indexed corpus linguistics research in arts and humanities. ICAME43, Cambridge, United Kingdom, 27-30 July 2022.

DDL is dead? Long live DDL! Studies reanimating the field of Data-driven Learning

Crosthwaite, Peter (2022). DDL is dead? Long live DDL! Studies reanimating the field of Data-driven Learning. TEFL Kuwait Annual Conference 2022, Kuwait, 31 March-1 April 2022.

Evaluative language in L2 English argumentative essays of Khmer and Vietnamese adult learners

Chung, Tieu and Crosthwaite, Peter (2022). Evaluative language in L2 English argumentative essays of Khmer and Vietnamese adult learners. CAMTESOL2022, Cambodia, 18-20 February 2022.

Communicating COVID DownUnder

Power, Kate and Crosthwaite, Peter (2021). Communicating COVID DownUnder. Language of COVID-19 conference, Sussex, United Kingdom, 22–23 October 2021.

Data-driven learning for younger learners: Boosting schoolgirls’ knowledge of passive voice constructions for STEM education

Crosthwaite, Peter (2021). Data-driven learning for younger learners: Boosting schoolgirls’ knowledge of passive voice constructions for STEM education. EUROCALL2021, Paris, France, 25-27 August, 2021.

Teacher professional development for data-driven learning

Crosthwaite, Peter (2021). Teacher professional development for data-driven learning. EUROCALL2021, Paris, France, 25-27 August 2021.

A corpus-based cross-disciplinary study of negation in Ph.D. theses’ limitations sections

Sun, Shuyi and Crosthwaite, Peter (2021). A corpus-based cross-disciplinary study of negation in Ph.D. theses’ limitations sections. ICAME42, Dortmund, Germany, 18-21st August 2021.

Integrating corpus use into trainee EFL teachers’ lesson planning: building corpus-focused TPACK for the future

Crosthwaite, Peter (2021). Integrating corpus use into trainee EFL teachers’ lesson planning: building corpus-focused TPACK for the future. ICAME42, Dortmund, Germany, 18-21 August 2021.

Communicating COVID DownUnder: a corpus-informed critical discourse analysis of Prime Ministerial public statements during the pandemic

Power, Kate and Crosthwaite, Peter (2021). Communicating COVID DownUnder: a corpus-informed critical discourse analysis of Prime Ministerial public statements during the pandemic. Corpus Linguistics 2021, Limerick, Ireland, 13-16th July 2021.

Directives in government guidance on COVID-19: an international comparison

Vincent, Benet, Gardner, Sheena, Power, Kate, Crosthwaite, Peter and Beauchamp, David (2021). Directives in government guidance on COVID-19: an international comparison. Corpus Linguistics 2021, Limerick, Ireland, 13-16 July 2021.

Improving STEM writing through data-driven learning: an empirical account of a DDL intervention in a girls’ secondary school

Crosthwaite, Peter (2021). Improving STEM writing through data-driven learning: an empirical account of a DDL intervention in a girls’ secondary school. International Conference on Technology-Enhanced Language Teaching and Learning & Corpus-based Language Learning and Teaching 2021, Hong Kong, 7-9 July 2021.

Communicating COVID DownUnder: a corpus-informed critical discourse analysis of Prime Ministerial public statements during the pandemic

Power, Kate and Crosthwaite, Peter (2021). Communicating COVID DownUnder: a corpus-informed critical discourse analysis of Prime Ministerial public statements during the pandemic. E-Sociolinguistics Symposium 23, Hong Kong, China, 7-10 June 2021.

Data-driven learning for younger learners: making it work

Crosthwaite, Peter (2021). Data-driven learning for younger learners: making it work. TESOL International Convention 2021, Virtual, USA, 24-27 March 2021.

Data-driven learning for younger learners: Current Issues, Future Directions

Crosthwaite, Peter (2020). Data-driven learning for younger learners: Current Issues, Future Directions. Japan Association for English Corpus Studies (JAECS) 46, Tokyo, Japan, 3-4 October 2020.

“Corpus Missionaries, Spreading the Word”: introducing data-driven learning to teacher trainees in South-East Asia

Crosthwaite, Peter and Luciana, Luciana (2020). “Corpus Missionaries, Spreading the Word”: introducing data-driven learning to teacher trainees in South-East Asia. Teaching and Language Corpora 2020, Perpingnan, France, 13-16 July 2020.

Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning

Crosthwaite, Peter and Wong, Lillian (2019). Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning. Computer-Assisted Language Learning 2019, Education University of Hong Kong, 10-12 July 2019.

Taking DDL online: Student engagement with the BAWE through short private online courses

Crosthwaite, Peter (2019). Taking DDL online: Student engagement with the BAWE through short private online courses. BAWE ten years on: a symposium, Coventry University, London, 7-8 June 2019.

Developing a WCF scheme for Data-Driven Learning

Crosthwaite, P. and Storch, N. (2018). Developing a WCF scheme for Data-Driven Learning. Applied Linguistics Association of Australia (ALAA) 2018, Wollongong, NSW, Australia, 25-28 November 2018.

Getting into the 'mindset' for IELTS

Crosthwaite, P. (2018). Getting into the 'mindset' for IELTS. 13th English Australia Queensland PD Fest, The University of Queensland, Brisbane, Queensland, 17-18 March 2018.

Scaling up DDL: challenges of bringing DDL to an online SPOC format

Crosthwaite, Peter (2018). Scaling up DDL: challenges of bringing DDL to an online SPOC format. 2nd BAAL Corpus Linguistics SIG Conference 2018, Coventry, England, United Kingdom, 8th June 2018.

What can we learn from learner corpora?

Crosthwaite, P. (2018). What can we learn from learner corpora?. UQ ICTE PD sessions, The University of Queensland, Brisbane, Queensland, Australia, 16 February 2018.

Getting Students into the Mindset for IELTS

Crosthwaite, P. (2017). Getting Students into the Mindset for IELTS. English Australia Conference 2017, Adelaide / Adelaide Hilton, 20-22 September 2017. MCI Australia.

Looking at L2 fluency through corpora: Fluencemes and their effect on successful oral academic discussion

Crosthwaite, P. (2017). Looking at L2 fluency through corpora: Fluencemes and their effect on successful oral academic discussion. The Applied Linguistics Conference (ALANZ / ALAA / ALTAANZ 2017), Auckland, New Zealand: Auckland University of Technology, 27-29 November 2017.

Successful (and unsuccessful) features of academic group oral discussion: Using learner corpora to explore language assessment

Crosthwaite, P. (2017). Successful (and unsuccessful) features of academic group oral discussion: Using learner corpora to explore language assessment. ICAME38, Prague, Czech Republic, May 2017.

A longitudinal analysis of the effect of EAP instruction on the presentation of Stance in L2 writing

Crosthwaite, P. (2016). A longitudinal analysis of the effect of EAP instruction on the presentation of Stance in L2 writing. Hong Kong Association of Applied Linguistics (HAAL) 2016, Hong Kong, Hong Kong, 11 June 2016.

Anti-transfer in L3A of Portuguese

Yang, X., Matthews, S. and Crosthwaite, P. (2016). Anti-transfer in L3A of Portuguese. 10th International Conference on Third Language Acquisition and Multilingualism, Vienna, Austria, 1-3 September 2016.

Assessing EAP course effectiveness via learner corpus analysis

Crosthwaite, P. (2016). Assessing EAP course effectiveness via learner corpus analysis. ICAME37, Hong Kong, Hong Kong, May 2016.

Combining quantitative and qualitative measures to validate a group speaking assessment test

Crosthwaite, P., Boynton, S. and Cole, S. (2016). Combining quantitative and qualitative measures to validate a group speaking assessment test. Second International Conference on Linguistics and Language Studies (ICLLS 2016), Hong Kong, Hong Kong, 23-24 June 2016.

Introducing data-driven learning for postgraduate thesis writing

Wong, L. L. C., Crosthwaite, P. and Cheung, L. M. L. (2016). Introducing data-driven learning for postgraduate thesis writing. CAES International Conference: Faces of English 2, University of Hong Kong, Hong Kong, June 2016.

L2 Bridging descriptions: Second language acquisition from a ‘syntactic’ to ‘pragmatic’ language

Crosthwaite, P., Yeung, Y., Bai, X. and Lu, L. (2016). L2 Bridging descriptions: Second language acquisition from a ‘syntactic’ to ‘pragmatic’ language. CASLAR 2016 - 4th International Conference on Chinese as a Second Language Research, Shanghai, China, 19-21 August 2016.

Learner vs. Professional Dentistry Reports - A Multidimensional Approach

Crosthwaite, P. and Cheung, L. M. L. (2016). Learner vs. Professional Dentistry Reports - A Multidimensional Approach. CAES International Conference: Faces of English 2, University of Hong Kong, Hong Kong, June 2016.

What corpora can (and cannot) do to improve graduate thesis writing

Crosthwaite, P. and Cheung, L. M. L. (2016). What corpora can (and cannot) do to improve graduate thesis writing. 11th International Symposium on Teaching English at the Tertiary Level (ISTETL), Hong Kong, Hong Kong, 9 December 2016.

'Almost people' - Quantificational NP use and misuse by Mandarin and Korean L2 English learners

Crosthwaite, P. (2015). 'Almost people' - Quantificational NP use and misuse by Mandarin and Korean L2 English learners. 2015 PKETA/GETA Joint International Conference, Busan South Korea, 17 October 2015.

A learner corpus study of Filipino L2 English definite article use: The way forward for language teachers

Crosthwaite, P. (2015). A learner corpus study of Filipino L2 English definite article use: The way forward for language teachers. 14th TESOL Asia / Asian EFL Journal International Conference., Clark, Philippines, 21-23 August 2015.

A longitudinal multidimensional analysis of EAP writing: Implications for pedagogy

Crosthwaite, P. (2015). A longitudinal multidimensional analysis of EAP writing: Implications for pedagogy. International Conference on Corpus Linguistics and Technology Advancement 2015, Hong Kong, Hong Kong, 16-18 December 2015.

Combining diagnostic and prescriptive corpus functions for ELT: The HKU-CAES Learner Corpus

Crosthwaite, P. (2015). Combining diagnostic and prescriptive corpus functions for ELT: The HKU-CAES Learner Corpus. PELLTA Biennial International ELT Conference, Penang, Malaysia, 25-27 May 2015. Penang, Malaysia: Penang English Language Learning and Teaching Conference.

English in the Dentistry Discipline: A learner corpus study of certainty and doubt

Crosthwaite, P. and Cheung, L. M. L. (2015). English in the Dentistry Discipline: A learner corpus study of certainty and doubt. International Conference on English Across the Curriculum 2015, Hong Kong Hong Kong, 14 December 2015.

L2 English Article Use in the ICNALE: Not all article-less languages are the same

Crosthwaite, P. (2015). L2 English Article Use in the ICNALE: Not all article-less languages are the same. CAES International Conference: Faces of English: Theory, Practice and Pedagogy, Hong Kong, Hong Kong, 11-13 2015.

L2 definite articles: the good, the bad and the implications

Crosthwaite, P. (2015). L2 definite articles: the good, the bad and the implications. 2015 TESOL Regional Conference, Singapore, 5 December 2015.

Managing reference in L2 writing: Implications for pedagogy

Crosthwaite, P. (2015). Managing reference in L2 writing: Implications for pedagogy. Symposium on Second Language Writing 2015, Auckland, New Zealand, 19-21 November 2015.

The Effect of In-class Participation as a Measure of Achievement on Tertiary EFL Courses with L2 learners of Different Learning Styles

Crosthwaite, P. (2014). The Effect of In-class Participation as a Measure of Achievement on Tertiary EFL Courses with L2 learners of Different Learning Styles. 1st CULI-LITU International Conference, Bangkok Thailand, 16 October 2014.

Differences between the coherence of Mandarin and Korean L2 English learner production and English native speakers: an empirical study

Crosthwaite, Peter (2014). Differences between the coherence of Mandarin and Korean L2 English learner production and English native speakers: an empirical study. PhD Thesis, Department of Theoretical and Applied Linguistics, University of Cambridge.