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), 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

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

  • English for academic / specific purposes

    Looking at the L2 use of English for academic and specific purposes

Search Professor Peter Crosthwaite’s works on UQ eSpace

147 works between 2011 and 2025
All (147) Journal Article (69) Book Chapter (15) Conference Publication (48) Book (14) Other Outputs (1)

101 - 120 of 147 works

2017

Journal Article

Does EAP affect written L2 academic stance? A longitudinal learner corpus study

Crosthwaite, Peter and Jiang, Kevin (2017). Does EAP affect written L2 academic stance? A longitudinal learner corpus study. System, 69, 92-107. doi: 10.1016/j.system.2017.06.010

Does EAP affect written L2 academic stance? A longitudinal learner corpus study

2017

Journal Article

Retesting the limits of data-driven learning: feedback and error correction

Crosthwaite, Peter (2017). Retesting the limits of data-driven learning: feedback and error correction. Computer Assisted Language Learning, 30 (6), 447-473. doi: 10.1080/09588221.2017.1312462

Retesting the limits of data-driven learning: feedback and error correction

2017

Journal Article

Does EAP writing instruction reduce L2 errors? Evidence from a longitudinal corpus of L2 EAP essays and reports

Crosthwaite, Peter (2017). Does EAP writing instruction reduce L2 errors? Evidence from a longitudinal corpus of L2 EAP essays and reports. International Review of Applied Linguistics in Language Teaching, 56 (3), 315-343. doi: 10.1515/iral-2016-0129

Does EAP writing instruction reduce L2 errors? Evidence from a longitudinal corpus of L2 EAP essays and reports

2017

Journal Article

Exploring rater conceptions of academic stance and engagement during group tutorial discussion assessment

Crosthwaite, Peter, Boynton, Simon and Cole III, Sam (2017). Exploring rater conceptions of academic stance and engagement during group tutorial discussion assessment. Journal of English for Academic Purposes, 28, 1-13. doi: 10.1016/j.jeap.2017.04.004

Exploring rater conceptions of academic stance and engagement during group tutorial discussion assessment

2017

Journal Article

Writing with attitude: stance expression in learner and professional dentistry research reports

Crosthwaite, Peter, Cheung, Lisa and Jiang, Feng (Kevin) (2017). Writing with attitude: stance expression in learner and professional dentistry research reports. English for Specific Purposes, 46, 107-123. doi: 10.1016/j.esp.2017.02.001

Writing with attitude: stance expression in learner and professional dentistry research reports

2017

Conference Publication

Successful (and unsuccessful) features of academic group oral discussion: Using learner corpora to explore language assessment

Crosthwaite, P. (2017). Successful (and unsuccessful) features of academic group oral discussion: Using learner corpora to explore language assessment. ICAME38, Prague, Czech Republic, May 2017.

Successful (and unsuccessful) features of academic group oral discussion: Using learner corpora to explore language assessment

2017

Journal Article

An investigation of changes in L2 writing anxiety between blended and conventional English language learning context

Bailey, Daniel R., Lee, Andrea Rakushin, Vorst, Tommy Che and Crosthwaite, Peter (2017). An investigation of changes in L2 writing anxiety between blended and conventional English language learning context. CALL - EJ, 18 (1), 21-39.

An investigation of changes in L2 writing anxiety between blended and conventional English language learning context

2017

Conference Publication

Getting Students into the Mindset for IELTS

Crosthwaite, P. (2017). Getting Students into the Mindset for IELTS. English Australia Conference 2017, Adelaide / Adelaide Hilton, 20-22 September 2017. MCI Australia.

Getting Students into the Mindset for IELTS

2017

Journal Article

Review of Sylviane Granger, Gaëtanelle Gilquin and Fanny Meunier (eds.)The Cambridge Handbook of Learner Corpus Research. Cambridge: CUP

Crosthwaite, P. (2017). Review of Sylviane Granger, Gaëtanelle Gilquin and Fanny Meunier (eds.)The Cambridge Handbook of Learner Corpus Research. Cambridge: CUP. ICAME Journal, 41 (1), 229-234. doi: 10.1515/icame-2017-0012

Review of Sylviane Granger, Gaëtanelle Gilquin and Fanny Meunier (eds.)The Cambridge Handbook of Learner Corpus Research. Cambridge: CUP

2017

Book

Mindset for IELTS: Student Book 1

Crosthwaite, Peter, Hutchison, Susan, Wijayatilake, Claire and De Souza, Natasha (2017). Mindset for IELTS: Student Book 1. Cambridge, United Kingdom: Cambridge University Press.

Mindset for IELTS: Student Book 1

2017

Book

Mindset for IELTS: Student book 2

Crosthwaite, Peter, De Souza, Natasha and Loewenthal, Marc (2017). Mindset for IELTS: Student book 2. Cambridge, United Kingdom: Cambridge University Press.

Mindset for IELTS: Student book 2

2017

Journal Article

An investigation of English learning motivation disposition in Chinese universities

Mengxi, Yao and Crosthwaite, Peter (2017). An investigation of English learning motivation disposition in Chinese universities. Asian Journal of Applied Linguistics, 4 (1), 30-47.

An investigation of English learning motivation disposition in Chinese universities

2017

Conference Publication

Looking at L2 fluency through corpora: Fluencemes and their effect on successful oral academic discussion

Crosthwaite, P. (2017). Looking at L2 fluency through corpora: Fluencemes and their effect on successful oral academic discussion. The Applied Linguistics Conference (ALANZ / ALAA / ALTAANZ 2017), Auckland, New Zealand: Auckland University of Technology, 27-29 November 2017.

Looking at L2 fluency through corpora: Fluencemes and their effect on successful oral academic discussion

2017

Journal Article

An investigation of differences and changes in L2 writing anxiety between blended and conventional english language learning context

Bailey, David R., Lee, Andrea Rakushin, Vorst, Tommy Che and Crosthwaite, Peter (2017). An investigation of differences and changes in L2 writing anxiety between blended and conventional english language learning context. CALL-EJ, 18 (1), 22-39.

An investigation of differences and changes in L2 writing anxiety between blended and conventional english language learning context

2016

Journal Article

Cross-linguistic patterns in the acquisition of quantifiers

Katsos, Napoleon, Cummins, Chris, Ezeizabarrena, Maria-Jose, Gavarro, Anna, Kraljevic, Jelena Kuvac, Hrzica, Gordana, Grohmann, Kleanthes K., Skordi, Athina, de Lopez, Kristine Jensen, Sundahl, Lone, van Hout, Angeliek, Hollebrandse, Bart, Overweg, Jessica, Faber, Myrthe, van Koert, Margreet, Smith, Nafsika, Vija, Maigi, Zupping, Sirli, Kunnari, Sari, Morisseau, Tiffany, Rusieshvili, Manana, Yatsushiro, Kazuko, Fengler, Anja, Varlokosta, Spyridoula, Konstantzou, Katerina, Farby, Shira, Guasti, Maria Teresa, Vernice, Mirta, Okabe, Reiko ... Noveck, Ira (2016). Cross-linguistic patterns in the acquisition of quantifiers. Proceedings of the National Academy of Sciences, 113 (33), 9244-9249. doi: 10.1073/pnas.1601341113

Cross-linguistic patterns in the acquisition of quantifiers

2016

Journal Article

Validating an Academic Group Tutorial Discussion Speaking Test

Crosthwaite, Peter, Boynton, Simon and Cole, Sam (2016). Validating an Academic Group Tutorial Discussion Speaking Test. International Journal of English Linguistics, 6 (4), 12-29. doi: 10.5539/ijel.v6n4p12

Validating an Academic Group Tutorial Discussion Speaking Test

2016

Journal Article

A longitudinal multidimensional analysis of EAP writing: implications for pedagogy

Crosthwaite, Peter (2016). A longitudinal multidimensional analysis of EAP writing: implications for pedagogy. Journal of English for Academic Purposes, 22, 166-178. doi: 10.1016/j.jeap.2016.04.005

A longitudinal multidimensional analysis of EAP writing: implications for pedagogy

2016

Journal Article

'Almost People': A learner corpus account of L2 use and misuse of non-numerical quantification

Crosthwaite, Peter, Choy, Lavigne L. Y. and Bae, Yeonsuk (2016). 'Almost People': A learner corpus account of L2 use and misuse of non-numerical quantification. Open Linguistics, 2 (1), 317-336. doi: 10.1515/opli-2016-0015

'Almost People': A learner corpus account of L2 use and misuse of non-numerical quantification

2016

Conference Publication

Introducing data-driven learning for postgraduate thesis writing

Wong, L. L. C., Crosthwaite, P. and Cheung, L. M. L. (2016). Introducing data-driven learning for postgraduate thesis writing. CAES International Conference: Faces of English 2, University of Hong Kong, Hong Kong, June 2016.

Introducing data-driven learning for postgraduate thesis writing

2016

Journal Article

Managing referential movement in Asian L2 writing: Implications for pedagogy

Crosthwaite, Peter (2016). Managing referential movement in Asian L2 writing: Implications for pedagogy. Writing & Pedagogy, 8 (3), 539-560. doi: 10.1558/wap.27695

Managing referential movement in Asian L2 writing: Implications for pedagogy

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

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

    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

    Enhancing Lexical Resources for Argumentative Essay Writing through Corpus Integration

    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

Completed supervision

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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