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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
1742019
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
1032017
A longitudinal multidimensional analysis of EAP writing: Determining EAP course effectiveness
P Crosthwaite
Journal of English for Academic Purposes 22, 166-178, 2016
1012016
Retesting the limits of data-driven learning: Feedback and error correction
P Crosthwaite
Computer Assisted Language Learning 30 (6), 447-473, 2017
972017
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
922016
Does EAP affect written L2 academic stance? A longitudinal learner corpus study
P Crosthwaite, K Jiang
System 69, 92-107, 2017
722017
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
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
472019
Data-Driven Learning for the Next Generation: Corpora and DDL for Pre-tertiary Learners
P Crosthwaite
Routledge, 2019
452019
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
382014
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
372020
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
362016
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
332020
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
332018
Learning the Language of Dentistry: Disciplinary corpora in the teaching of English for Specific Academic Purposes
P Crosthwaite, L Cheung
Studies, 2019
292019
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
292017
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
272022
Exploring language teachers’ lesson planning for corpus-based language teaching: A focus on developing TPACK for corpora and DDL
P Crosthwaite, Luciana, D Wijaya
Computer Assisted Language Learning 36 (7), 1392-1420, 2021
262021
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
262019
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
25*2021
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