Associate Professor Peter Crosthwaite
Associate Professor

Peter Crosthwaite

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Phone: 
+61 7 336 56884

Background

I am an Associate Professor in the School of Languages and Cultures at UQ (since 2017), having formerly been an assistant professor at the Centre for Applied English Studies (CAES), University of Hong Kong (since 2014). I hold an MA TESOL from the University of London and an M.Phil/Ph.D in applied linguistics from the University of Cambridge.

My areas of research and supervisory expertise include generative AI, corpus linguistics and the use of AI/corpora for language learning (known as 'data-driven learning'), as well as L2 writing research and English for General and Specific Academic Purposes. I have featured in Stanford's Top 2% Scientists lists for 2023 and 2024.

I am currently Co-Editor in Chief of Language Learning & Technology (SSCI, Q1); Editor in Chief of the Australian Review of Applied Linguistics (SCOPUS, Q1), have served as Associate Editor for the Journal of English for Academic Purposes (Q1), sit on the editorial boards of JSLW, IRAL, System, Applied Corpus Linguistics, Research Syntheses in Applied Linguistics, Research Methods in Applied Linguistics, and the book series Studies in Corpus Linguistics.

Availability

Associate Professor Peter Crosthwaite is:
Not available for supervision
Media expert

Fields of research

Applied linguistics and educational linguistics Chinese languages Corpus linguistics Curriculum and pedagogy Education Educational technology and computing English as a second language English language Korean language LOTE, ESL and TESOL curriculum and pedagogy Language studies Language, Communication and Culture Linguistics

Qualifications

  • Doctor of Philosophy, University of Cambridge

Research interests

  • Corpus Linguistics

    Discovering trends in large, multi-million word collections of L1 and L2 language data

  • Second Language Acquisition

    The processes involved in acquiring a second (or multiple) language(s)

  • L2 writing

    The processes involved in successful L2 writing

  • Generative AI

    Looking at the use and impact of generative AI on second language, teaching, use and learning

  • English for Academic Purposes

    Using, teaching and learning English for Academic and Specific Purposes

Search Professor Peter Crosthwaite’s works on UQ eSpace

174 works between 2011 and 2027
All (174) Book (15) Journal Article (89) Other Outputs (1) Conference Publication (48) Book Chapter (21)

21 - 40 of 174 works

2025

Book Chapter

Tools for data-driven learning

Crosthwaite, Peter and Anthony, Laurence (2025). Tools for data-driven learning. The Palgrave encyclopedia of computer-assisted language learning. (pp. 1-9) edited by Lee McCallum and Dara Tafazoli. Cham, Switzerland: Palgrave Macmillan Cham. doi: 10.1007/978-3-031-51447-0_74-1

Tools for data-driven learning

2025

Journal Article

Research methods in L2 writing: Interdisciplinary approaches, cutting-edge methods, and practical applications

Crosthwaite, Peter (2025). Research methods in L2 writing: Interdisciplinary approaches, cutting-edge methods, and practical applications. Research Methods in Applied Linguistics, 4 (2) 100211, 1-6. doi: 10.1016/j.rmal.2025.100211

Research methods in L2 writing: Interdisciplinary approaches, cutting-edge methods, and practical applications

2025

Journal Article

CorpusChat: integrating corpus linguistics and generative AI for academic writing development

Cheung, Lisa and Crosthwaite, Peter (2025). CorpusChat: integrating corpus linguistics and generative AI for academic writing development. Computer Assisted Language Learning, 1-27. doi: 10.1080/09588221.2025.2506480

CorpusChat: integrating corpus linguistics and generative AI for academic writing development

2025

Journal Article

Exploring the affordances of generative AI large language models for stance and engagement in academic writing

Mo, Zhishan and Crosthwaite, Peter (2025). Exploring the affordances of generative AI large language models for stance and engagement in academic writing. Journal of English for Academic Purposes, 75 101499, 101499-75. doi: 10.1016/j.jeap.2025.101499

Exploring the affordances of generative AI large language models for stance and engagement in academic writing

2025

Book Chapter

AI and language assessment

Crosthwaite, Peter and Ma, Qing (2025). AI and language assessment. Insights into AI and Language Learning and Teaching. (pp. 77-96) edited by Yijen Wang, Antonie Alm and Gilbert Dizon. Melbourne, VIC Australia: Castledown. doi: 10.29140/9781763711600-05

AI and language assessment

2025

Journal Article

Editorial

Crosthwaite, Peter (2025). Editorial. Australian Review of Applied Linguistics, 48 (1), 1-3. doi: 10.1075/aral.00047.edi

Editorial

2025

Book Chapter

Exploring new approaches to concordancing for enhancing academic reading and writing across disciplines

Pinto, Paula and Crosthwaite, Peter (2025). Exploring new approaches to concordancing for enhancing academic reading and writing across disciplines. Practicas discursivas em letramento academic: Questoes em estudo Vol 5. (pp. 508-533) edited by F. Komescu, J. Alves Assis and Y. El Houdna. Belo Horizonte, Brazil: PUC Minas. doi: 10.5752/L.9786588547946.2024

Exploring new approaches to concordancing for enhancing academic reading and writing across disciplines

2025

Journal Article

More human than human? Differences in lexis and collocation within academic essays produced by ChatGPT-3.5 and human L2 writers

Zhang, Mengxuan and Crosthwaite, Peter (2025). More human than human? Differences in lexis and collocation within academic essays produced by ChatGPT-3.5 and human L2 writers. IRAL International Review of Applied Linguistics in Language Teaching, 64 (2), 733-760. doi: 10.1515/iral-2024-0196

More human than human? Differences in lexis and collocation within academic essays produced by ChatGPT-3.5 and human L2 writers

2025

Book Chapter

Corpora and instructed second language acquisition: a useful methodological synergy?

Crosthwaite, Peter and Schweinberger, Martin (2025). Corpora and instructed second language acquisition: a useful methodological synergy?. Technology and instructed second language acquisition. (pp. 115-138) edited by Shawn Loewen, Frederick J. Poole, Hyun-Bin Hwang and Matthew D. Coss. Amsterdam, Netherlands: John Benjamins Publishing. doi: 10.1075/lllt.63.05cr

Corpora and instructed second language acquisition: a useful methodological synergy?

2025

Journal Article

Data-driven learning in Brazilian educational contexts: an analysis of a teacher training program following BNCC’s guidelines

Pinto, Paula Tavares, de Carvalho, Carolina Tavares, Orenha-Ottaiano, Adriane, Spinelli, Franciele, Serpa, Talita and Crosthwaite, Peter (2025). Data-driven learning in Brazilian educational contexts: an analysis of a teacher training program following BNCC’s guidelines. Revista Brasileira de Linguística Aplicada, 25 (1) e49797. doi: 10.1590/1984-6398202549797

Data-driven learning in Brazilian educational contexts: an analysis of a teacher training program following BNCC’s guidelines

2024

Journal Article

The grass is not always greener: teacher vs. GPT-assisted written corrective feedback

Lin, Shiming and Crosthwaite, Peter (2024). The grass is not always greener: teacher vs. GPT-assisted written corrective feedback. System, 127 103529, 103529. doi: 10.1016/j.system.2024.103529

The grass is not always greener: teacher vs. GPT-assisted written corrective feedback

2024

Journal Article

Exploring ChatGPT literacy in language education: a global perspective and comprehensive approach

Ma, Qing, Crosthwaite, Peter, Sun, Daner and Zou, Di (2024). Exploring ChatGPT literacy in language education: a global perspective and comprehensive approach. Computers and Education: Artificial Intelligence, 7 100278, 100278. doi: 10.1016/j.caeai.2024.100278

Exploring ChatGPT literacy in language education: a global perspective and comprehensive approach

2024

Journal Article

Prompting for pedagogy? Australian F-10 teachers’ generative AI prompting use cases

Crosthwaite, Peter, Smala, Simone and Spinelli, Franciele (2024). Prompting for pedagogy? Australian F-10 teachers’ generative AI prompting use cases. The Australian Educational Researcher, 52 (3), 1-31. doi: 10.1007/s13384-024-00787-0

Prompting for pedagogy? Australian F-10 teachers’ generative AI prompting use cases

2024

Conference Publication

Students’ Self-regulation of Machine Translations and Generative AI (MTAI) tools for English for Academic Purposes 

Tran, Hao and Crosthwaite, Peter (2024). Students’ Self-regulation of Machine Translations and Generative AI (MTAI) tools for English for Academic Purposes . TESOL International Conference on English Language Education - Trends and Innovations in English Language Education, Vinh, Vietnam, 25-27 October 2024.

Students’ Self-regulation of Machine Translations and Generative AI (MTAI) tools for English for Academic Purposes 

2024

Journal Article

Walking the walk? (Mis)alignment of EFL 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, 58 (3), 1046-1080. doi: 10.1002/tesq.3299

Walking the walk? (Mis)alignment of EFL teachers' self‐reported corpus literacy skills and their competence in planning and implementing corpus‐based language pedagogy

2024

Conference Publication

Using language data to learn about language: Hands-on and hands-off activities for multicultural language classes

Tavares Pinto, Paula, Crosthwaite, Peter, Tavares de Carvalho, Carolina, Spinelli, Franciele and Serpa, Talipa (2024). Using language data to learn about language: Hands-on and hands-off activities for multicultural language classes. 16th Teaching and Language Corpora Conference, Manchester, United Kingdom, 7-10 July 2024.

Using language data to learn about language: Hands-on and hands-off activities for multicultural language classes

2024

Journal Article

A user-friendly corpus tool for disciplinary data-driven learning: introducing CorpusMate

Crosthwaite, Peter and Baisa, Vít (2024). A user-friendly corpus tool for disciplinary data-driven learning: introducing CorpusMate. International Journal of Corpus Linguistics, 29 (4), 595-610. doi: 10.1075/ijcl.23056.cro

A user-friendly corpus tool for disciplinary data-driven learning: introducing CorpusMate

2024

Journal Article

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

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

2024

Journal Article

Editorial

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

Editorial

2024

Book Chapter

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: bridging the research-practice divide. (pp. 1-8) edited by Peter Crosthwaite. Milton Park, Abingdon, United Kingdom: Routledge. doi: 10.4324/9781003413301-1

Bridging the research-practice divide for data-driven learning

Past funding

  • 2023
    Towards a generative AI prompt taxonomy for F-10 education in Queensland
    Queensland Academy for Science, Mathematics and Technology
    Open grant
  • 2018
    Developing a written corrective feedback system for data-driven error correction in L2 academic writing
    UQ Early Career Researcher
    Open grant

Availability

Associate Professor Peter Crosthwaite is:
Not available for supervision

Supervision history

Current supervision

  • Doctor Philosophy

    Teaching in the higher education sector in the Generative AI era: Instructional design in the implementation of Generative AI tools

    Principal Advisor

    Other advisors: Dr Simone Smala

  • Doctor Philosophy

    Corpus-based investigation of three-minute thesis presentations: Register perspective

    Principal Advisor

    Other advisors: Dr Martin Schweinberger

  • Doctor Philosophy

    Enhancing Lexical Resources for Argumentative Essay Writing through Corpus Integration

    Principal Advisor

    Other advisors: Dr Martin Schweinberger

  • Doctor Philosophy

    Integrating Artificial Intelligence and Machine Learning in TESOL: A Study on Personalised Learning and Impact on Student Engagement and Motivation in A Rural Indonesian University

    Principal Advisor

    Other advisors: Dr Martin Schweinberger

  • Doctor Philosophy

    The Relationship Between Writing Tasks and Second Language Writers¿ Use of Metadiscourse

    Principal Advisor

    Other advisors: Dr Martin Schweinberger

  • Doctor Philosophy

    A multifactorial study of morpho-syntactic errors across different L1 backgrounds and language proficiency levels

    Associate Advisor

    Other advisors: Dr Martin Schweinberger

  • Doctor Philosophy

    Design and Evaluation of an AI-Mediated Conversational Tool to Elicit Co-Authorship Integrity

    Associate Advisor

    Other advisors: Associate Professor Christine Slade, Dr Hassan Khosravi

Completed supervision

Enquiries

Contact Associate Professor Peter Crosthwaite directly for media enquiries about:

  • Academic writing
  • Artificial Intelligence
  • English
  • English teaching
  • Generative AI
  • language
  • Language learning
  • Language learning technologies
  • Second language writing
  • teacher education
  • teaching

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