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Peter Crosthwaite
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Investigating written corrective feedback:(Mis) alignment of teachers’ beliefs and practice
SS Mao, P Crosthwaite
Journal of Second Language Writing 45, 46-60, 2019
1652019
Writing with attitude: Stance expression in learner and professional dentistry research reports
P Crosthwaite, L Cheung, FK Jiang
English for specific purposes 46, 107-123, 2017
1022017
A longitudinal multidimensional analysis of EAP writing: Determining EAP course effectiveness
P Crosthwaite
Journal of English for Academic Purposes 22, 166-178, 2016
952016
Retesting the limits of data-driven learning: Feedback and error correction
P Crosthwaite
Computer Assisted Language Learning 30 (6), 447-473, 2017
922017
Cross-linguistic patterns in the acquisition of quantifiers
N Katsos, C Cummins, MJ Ezeizabarrena, A Gavarró, JK Kraljević, ...
Proceedings of the National Academy of Sciences 113 (33), 9244-9249, 2016
912016
Does EAP affect written L2 academic stance? A longitudinal learner corpus study
P Crosthwaite, K Jiang
System 69, 92-107, 2017
662017
Assessing in-class participation for EFL: considerations of effectiveness and fairness for different learning styles
PR Crosthwaite, DR Bailey, A Meeker
Language Testing in Asia 5, 1-19, 2015
582015
Data-Driven Learning for the Next Generation: Corpora and DDL for Pre-tertiary Learners
P Crosthwaite
Routledge, 2019
432019
Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning
P Crosthwaite, L Wong, J Cheung
ReCALL 31 (3), 255-275, 2019
432019
Definite Discourse-New Reference in L1 and L2: A Study of Bridging in Mandarin, Korean, and English
P Crosthwaite
Language Learning 64 (3), 456-492, 2014
372014
L2 English Article Use by L1 Speakers of Article-less Languages: A Learner Corpus Study
PR Crosthwaite
International Journal of Learner Corpus Research 2 (1), 68-100, 2016
352016
Taking DDL online: Designing, implementing and evaluating a SPOC on data-driven learning for tertiary L2 writing
P Crosthwaite
Australian Review of Applied Linguistics 43 (2), 169-195, 2020
342020
Appraisal resources in L1 and L2 argumentative essays: A contrastive learner corpus-informed study of evaluative stance
SL Lam, P Crosthwaite
Journal of Corpora and Discourse Studies 1 (1), 8-35, 2018
312018
Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution
P Crosthwaite, N Storch, M Schweinberger
Journal of Second Language Writing 49, 100729, 2020
302020
Learning the Language of Dentistry: Disciplinary corpora in the teaching of English for Specific Academic Purposes
P Crosthwaite, L Cheung
Studies, 2019
28*2019
Does EAP writing instruction reduce L2 errors? Evidence from a longitudinal corpus of L2 EAP essays and reports
P Crosthwaite
International Review of Applied Linguistics in Language Teaching 56 (3), 315-344, 2017
282017
Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF
P Crosthwaite, S Ningrum, I Lee
Journal of Second Language Writing 58, 100934, 2022
252022
The effect of collaboration on the cohesion and coherence of L2 narrative discourse between English NS and Korean L2 English users
P Crosthwaite
Asian EFL Journal 13 (4), 135-166, 2011
252011
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
P Crosthwaite, Luciana, M Schweinberger
Applied Corpus Linguistics 1 (1), 100003, 2021
24*2021
Disciplinary differences in the use of evaluative that: Expression of stance via that-clauses in business and medicine
C Kim, P Crosthwaite
Journal of English for academic purposes 41, 100775, 2019
242019
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