| Investigating written corrective feedback:(Mis) alignment of teachers’ beliefs and practice SS Mao, P Crosthwaite Journal of Second Language Writing 45, 46-60, 2019 | 207 | 2019 |
| 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 | 110 | 2017 |
| A longitudinal multidimensional analysis of EAP writing: Determining EAP course effectiveness P Crosthwaite Journal of English for Academic Purposes 22, 166-178, 2016 | 109 | 2016 |
| Retesting the limits of data-driven learning: Feedback and error correction P Crosthwaite Computer Assisted Language Learning 30 (6), 447-473, 2017 | 108 | 2017 |
| 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 | 98 | 2016 |
| Does EAP affect written L2 academic stance? A longitudinal learner corpus study P Crosthwaite, K Jiang System 69, 92-107, 2017 | 81 | 2017 |
| 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 | 60 | 2015 |
| Data-Driven Learning for the Next Generation: Corpora and DDL for Pre-tertiary Learners P Crosthwaite Routledge, 2019 | 57 | 2019 |
| Generative AI and the end of corpus-assisted data-driven learning? Not so fast! P Crosthwaite, V Baisa Applied Corpus Linguistics 3 (3), 100066, 2023 | 54 | 2023 |
| 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 | 53 | 2019 |
| 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 | 47 | 2022 |
| 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 | 47 | 2020 |
| 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 | 46 | 2021 |
| 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 | 45 | 2020 |
| 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 | 43 | 2016 |
| 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 | 42 | 2018 |
| 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 | 40 | 2014 |
| 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 | 33 | 2019 |
| Learning the Language of Dentistry: Disciplinary corpora in the teaching of English for Specific Academic Purposes P Crosthwaite, L Cheung Studies, 2019 | 32 | 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 | 30 | 2017 |
Lisa CheungUniversity of Hong KongVerified email at hku.hk
