Overview
Background
I am an Associate Professor in the School of Languages and Cultures at UQ (since 2017), formerly 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, UK.
My areas of research and supervisory expertise include corpus linguistics and the use of corpora for language learning (known as 'data-driven learning'), as well as computer-assisted language learning, and English for General and Specific Academic Purposes. I have published over 50 articles to date in many leading Q1 journals in the field of applied linguistics, 10+ book chapters, 4 books, 3 MOOCs, and several textbook series.
I am the Editor-in-Chief for the Australian Review of Applied Linguistics (from 2024). I am also currently serving on the editorial boards of the Q1 journals IRAL, Journal of Second Language Writing, Journal of English for Academic Purposes, and System, as well as Applied Corpus Linguistics, a new journal covering the direct applications of corpora to teaching and learning.
Availability
- Associate Professor Peter Crosthwaite is:
- Not available for supervision
- Media expert
Fields of research
Qualifications
- Doctor of Philosophy, University of Cambridge
Research interests
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Corpus Linguistics
Discovering trends in large, multi-million word collections of L1 and L2 language data
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Second Language Acquisition
The processes involved in acquiring a second (or multiple) language(s)
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L2 writing
The processes involved in successful L2 writing
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English for academic / specific purposes
Looking at the L2 use of English for academic and specific purposes
Works
Search Professor Peter Crosthwaite’s works on UQ eSpace
2022
Journal Article
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, 37 (5-6), 1-32. doi: 10.1080/09588221.2022.2068615
2022
Journal Article
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
2022
Conference Publication
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.
2022
Conference Publication
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.
2021
Journal Article
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
2021
Conference Publication
Communicating COVID DownUnder
Power, Kate and Crosthwaite, Peter (2021). Communicating COVID DownUnder. Language of COVID-19 conference, Sussex, United Kingdom, 22–23 October 2021.
2021
Journal Article
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
2021
Conference Publication
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.
2021
Conference Publication
Teacher professional development for data-driven learning
Crosthwaite, Peter (2021). Teacher professional development for data-driven learning. EUROCALL2021, Paris, France, 25-27 August 2021.
2021
Conference Publication
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.
2021
Conference Publication
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.
2021
Conference Publication
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.
2021
Conference Publication
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.
2021
Conference Publication
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.
2021
Conference Publication
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.
2021
Journal Article
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
2021
Conference Publication
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.
2021
Journal Article
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.
2021
Journal Article
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
2020
Conference Publication
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.
Funding
Past funding
Supervision
Availability
- Associate Professor Peter Crosthwaite is:
- Not available for supervision
Supervision history
Current supervision
-
Doctor Philosophy
EFL writers' knowledge and use of appraisal language, factors that affect such use, and the influence of such appraisal language use on the quality of these writers' essays
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
Exploring written corrective feedback in Saudi L2 English writing: Teachers¿ provisions and students¿ responses
Principal Advisor
Other advisors: Associate Professor Obaid Hamid
-
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
The Relationship Between Writing Tasks and Second Language Writers¿ Use of Metadiscourse
Principal Advisor
Other advisors: Dr Martin Schweinberger
-
Doctor Philosophy
Writing Portfolio-Based Assessment at a Preparatory Year Program in Saudi Arabia
Principal Advisor
Other advisors: Associate Professor Obaid Hamid
-
Doctor Philosophy
EFL writers' knowledge and use of appraisal language, factors that affect such use, and the influence of such appraisal language use on the quality of these writers' essays
Principal Advisor
Other advisors: Dr Martin Schweinberger
-
Doctor Philosophy
The Affective Dimension of Academic Writing at University
Associate Advisor
Other advisors: Dr Kate Power, Dr Beck Wise
-
Doctor Philosophy
The Affective Dimension of Academic Writing at University
Associate Advisor
Other advisors: Dr Kate Power, Dr Beck Wise
-
Doctor Philosophy
"It's never really about the writing": The affective ecologies of undergraduate academic writing
Associate Advisor
Other advisors: Dr Kate Power, Dr Beck Wise
-
Doctor Philosophy
A multifactorial study of morpho-syntactic errors across different L1 backgrounds and language proficiency levels
Associate Advisor
Other advisors: Dr Martin Schweinberger
Completed supervision
-
2023
Doctor Philosophy
A corpus-based investigation of multiword units across textbook and learner corpora
Principal Advisor
Other advisors: Dr Wendy Jiang
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2023
Doctor Philosophy
The acquisition of number marking: The case of Indonesian as a second language
Principal Advisor
Other advisors: Dr Martin Schweinberger
-
2022
Doctor Philosophy
Writing with Attitude: A Learner Corpus Study of APPRAISAL Resources of Vietnamese and Khmer's L2 English Writing
Principal Advisor
Other advisors: Dr Wendy Jiang
Media
Enquiries
Contact Associate Professor Peter Crosthwaite directly for media enquiries about:
- Academic writing
- Chinese learners of English
- English
- English teaching
- language
- Language learning
- Language learning technologies
- linguistics
- Second language writing
- teacher education
- teaching
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