Peter Crosthwaite
Biographic Data
| ID | 3753815 |
|---|---|
| NAME | Peter Crosthwaite |
| GIVEN NAMES | Peter |
| FAMILY NAME | Crosthwaite |
| SIGNATURE | CROSTHWAITE P |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0002-1482-8381 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1969 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Stance-taking through APPRAISAL in L1 and L2 English argumentative essays: Insights from Vietnamese L2 English
Stance-taking in academic writing is now a well-established topic of interest in English language research, with explorations across a range of theoretical frameworks including metadiscourse and systemic functional linguistics (SFL). This includes studies investigating second language (L2) stance-taking, particularly those comparing stance features deployed by L1 and L2 English writers. However, studies investigating stance-taking using the APPRA…
More human than human? Differences in lexis and collocation within academic essays produced by ChatGPT-3.5 and human L2 writers
ChatGPT and similar generative AI models are increasingly being integrated into educational practice, including second language (L2) writing. However, AI-generated writing may significantly differ from that of developing L2 writers, raising potential issues over academic integrity. With AI detectors still underused in many contexts due to accuracy concerns, it is essential to determine if and how AI-generated texts are similar or different to tho…
Prompting for pedagogy? Australian F-10 teachers’ generative AI prompting use cases
Exploring the affordances of generative AI large language models for stance and engagement in academic writing
Large pre-trained models like ChatGPT demonstrate remarkable capabilities in generating coherent text across various domains, posing serious implications for teaching academic writing, given the potential for student plagiarism and reliance on software for developing writing skills. However, the linguistic properties and strategies these models employ remain largely unexplored. We investigate how three available large language models (LLMs) expre…
Students’ self-determination in using machine translation and generative AI tools for English for academic purposes
The rise of machine translation (MT) and generative artificial intelligence (GAI) presents opportunities and challenges for English for Academic Purposes (EAP) instruction. While MT/GAI can support students' learning beyond the classroom, overreliance on MT/GAI may hinder development of essential research and composition skills. Despite some research on MT/GAI's role in self-regulated learning, little is known about students' motivations for its …
Mapping cohesion in research articles of applied linguistics: A close look at rhetorical sections
Developmental corpus insights into the writing life of a primary school child in Australia
Children’s writing development is a matter of concern for Australian and other education systems. Factors related to the nature of writing as a literate skill, school writing pedagogy, and diminishing role of writing in a screen-dominant environment may account for this educational concern. What happens in a child’s writing when immigrant parents assign them writing tasks at home taking into account their writing concerns compounded by their fami…
The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: Insights from a corpus-based study
Metadiscourse plays a significant role in determining the quality of writing. While a growing number of studies have investigated the use of metadiscourse by adult second language learners in academic writing at the tertiary level, studies on how secondary-level students adopt such linguistic resources in other genres, particularly in examination writing, remain few. The present study addresses this research gap by examining the distributions of …
A user-friendly corpus tool for disciplinary data-driven learning: Introducing CorpusMate
Most corpus tools commonly used for corpus-based data-driven learning (DDL) are designed for research rather than teaching purposes, with much DDL research suggesting learners and their teachers often stop DDL after initial training due to tool-related issues like complex user interfaces and system settings. Based on feedback from secondary-age language learners and their teachers in the Australian context, we present CorpusMate ( https://corpusm…
The grass is not always greener: Teacher vs. GPT-assisted written corrective feedback
Written Corrective Feedback (WCF) is a crucial pedagogical practice where teachers annotate student writing to correct errors and improve language skills, albeit one that is time-consuming and laborious for large classes or under time constraints. However, the advent of advanced generative artificial intelligence and large language models, specifically ChatGPT, has introduced new possibilities for automating such educational tasks. GPT models wit…
A comparative analysis of multiword units in the reading and listening input of English textbooks
This study examines the occurrence and function of multiword units (MWUs) found in reading and listening input within EFL textbooks commonly used at a Vietnamese university. Lists of MWUs were automatically extracted from this input based on frequency, range, and mutual information score criteria, followed by manual evaluation via a classification framework developed by Simpson-Vlach and Ellis (2010). A final merged list of English textbook MWUs …
Walking the Walk? (Mis)alignment of EFL Teachers' Self‐Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus‐Based Language Pedagogy
Data‐driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self‐reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing issue. This paper explores the experiences of in‐service English language teacher trainees in develop…
Corpus Linguistics: Mixed‐Methods Research
Corpora are principled collections of searchable electronic text, representative of authentic language‐in‐use. The varied and interdisciplinary research possibilities afforded by corpus linguistics (CL) also give rise to a range of research methods adopted both within CL studies and those of cognate fields that seek to apply the use of corpora to enhance their own research agendas. This entry distinguishes between mixed‐methods CL studies involvi…
“The findings might not be generalizable”: Investigating negation in the limitations sections of PhD theses across disciplines
Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF
“Establish a niche” via negation: A corpus-based study of negation within the Move 2 sections of PhD thesis introductions
The past few decades have witnessed an upsurge of scholarly interest in the generic descriptions of PhD theses following Swales’ seminal Genre Analysis . Fitted within the Create A Research Space (CARS) model, the thesis introduction plays a key role in justifying research originality/significance, where novice writers engage with academic communities through “establishing a research territory” (Move 1), “establishing a niche” (Move 2), and “occu…
Research trends in corpus linguistics: A bibliometric analysis of two decades of Scopus-indexed corpus linguistics research in arts and humanities
This paper uses a bibliometric analysis to map the field of Corpus Linguistics (CL) research in arts and humanities over the last 20 years, tracking changes in popular CL research topics, outlets, highly cited authors, and geographical origins based on the metadata of 5,829 CL-related articles from 429 Scopus-indexed journals. Results reveal an increase in corpus-assisted discourse studies, lexical bundles and academic writing, alongside newer to…
Constructing Covid-19: A corpus-informed analysis of prime ministerial crisis response communication by gender
This paper compares Australian and New Zealand Prime Ministers’ crisis response communication about COVID-19. We examine how gender performativity and contextual factors contribute to each leader’s discursive ‘style’ at the lexical level, and explore micro-diachronic changes as the pandemic unfolded. Informed by corpus linguistics approaches, we analysed written texts published on each leader’s website between January and December 2020, using Sca…
Training disciplinary genre awareness through blended learning: An exploration into EAP students’ perceptions of online annotation of genres across disciplines
Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution
Taking DDL online: Designing, implementing and evaluating a SPOC on data-driven learning for tertiary L2 writing
This paper describes the rationale, design and implementation of a short private online course (SPOC) on data-driven learning (DDL) ( Johns, 1991 ), focusing on L2 error correction in postgraduate academic writing and involving over 300 registered users. I discuss the affordances of using a SPOC platform (namely EdX ) for online DDL training, describing activities that cover a range of useful strategies for DDL-led error detection and correction.…
Corpus linguistics and education in Australia
Preview this article: Corpus linguistics and education in Australia, Page 1 of 1 /docserver/preview/fulltext/aral.00029.edi-1.gif
Gender-preferential language use in L1 and L2 argumentative essays? Evidence against lists of ‘gendered’ language features
This study identifies and compares the gender-preferential language features present in the argumentative writing of L1 Indonesian and Indonesian L2 English learners. The data is comprised of 80 English argumentative essays sampled from the International Corpus Network of Asian Learners of English (ICNALE, Ishikawa, 2011) and a comparative corpus of 80 L1 Indonesian argumentative essays collected online from Indonesian university students, both e…
Exploring stance in the manifestos of 3 candidates for the Hong Kong Chief Executive election 2017: Combining CDA and corpus-like insights
While much work has been done on the textual analysis of political discourses in Western countries, relatively little has focused on electoral manifestos in the East. Manifestos are open extensive declarations of individual ideologies for campaigns, comprising small texts in terms of word count but with massive implications for voters’ perception of the candidates’ political leanings. Focusing on the manifestos produced by the three candidates fo…
Grammatical complexity in academic English Douglas Biber Bethany Gray 2016. Cambridge: Cambridge University Press, I + 276
Does EAP affect written L2 academic stance? A longitudinal learner corpus study
The grass is not always greener: Teacher vs. GPT-assisted written corrective feedback
Written Corrective Feedback (WCF) is a crucial pedagogical practice where teachers annotate student writing to correct errors and improve language skills, albeit one that is time-consuming and laborious for large classes or under time constraints. However, the advent of advanced generative artificial intelligence and large language models, specifically ChatGPT, has introduced new possibilities for automating such educational tasks. GPT models wit…
Constructing Covid-19: A corpus-informed analysis of prime ministerial crisis response communication by gender
This paper compares Australian and New Zealand Prime Ministers’ crisis response communication about COVID-19. We examine how gender performativity and contextual factors contribute to each leader’s discursive ‘style’ at the lexical level, and explore micro-diachronic changes as the pandemic unfolded. Informed by corpus linguistics approaches, we analysed written texts published on each leader’s website between January and December 2020, using Sca…
Exploring the affordances of generative AI large language models for stance and engagement in academic writing
Large pre-trained models like ChatGPT demonstrate remarkable capabilities in generating coherent text across various domains, posing serious implications for teaching academic writing, given the potential for student plagiarism and reliance on software for developing writing skills. However, the linguistic properties and strategies these models employ remain largely unexplored. We investigate how three available large language models (LLMs) expre…
Exploring stance in the manifestos of 3 candidates for the Hong Kong Chief Executive election 2017: Combining CDA and corpus-like insights
While much work has been done on the textual analysis of political discourses in Western countries, relatively little has focused on electoral manifestos in the East. Manifestos are open extensive declarations of individual ideologies for campaigns, comprising small texts in terms of word count but with massive implications for voters’ perception of the candidates’ political leanings. Focusing on the manifestos produced by the three candidates fo…
A comparative analysis of multiword units in the reading and listening input of English textbooks
This study examines the occurrence and function of multiword units (MWUs) found in reading and listening input within EFL textbooks commonly used at a Vietnamese university. Lists of MWUs were automatically extracted from this input based on frequency, range, and mutual information score criteria, followed by manual evaluation via a classification framework developed by Simpson-Vlach and Ellis (2010). A final merged list of English textbook MWUs …
Research trends in corpus linguistics: A bibliometric analysis of two decades of Scopus-indexed corpus linguistics research in arts and humanities
This paper uses a bibliometric analysis to map the field of Corpus Linguistics (CL) research in arts and humanities over the last 20 years, tracking changes in popular CL research topics, outlets, highly cited authors, and geographical origins based on the metadata of 5,829 CL-related articles from 429 Scopus-indexed journals. Results reveal an increase in corpus-assisted discourse studies, lexical bundles and academic writing, alongside newer to…
A user-friendly corpus tool for disciplinary data-driven learning: Introducing CorpusMate
Most corpus tools commonly used for corpus-based data-driven learning (DDL) are designed for research rather than teaching purposes, with much DDL research suggesting learners and their teachers often stop DDL after initial training due to tool-related issues like complex user interfaces and system settings. Based on feedback from secondary-age language learners and their teachers in the Australian context, we present CorpusMate ( https://corpusm…
Walking the Walk? (Mis)alignment of EFL Teachers' Self‐Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus‐Based Language Pedagogy
Data‐driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self‐reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing issue. This paper explores the experiences of in‐service English language teacher trainees in develop…
Definite Discourse-New Reference in L1 and L2: A Study of Bridging in Mandarin, Korean, and English
Definite expressions may be used to introduce a referent into discourse when their familiarity between speaker and listener can be inferred, a strategy known as bridging. However, for a number of reasons, bridging may be difficult to acquire compared to the acquisition of indefinite introductions for noninferable referent types, with the native language of the second language (L2) learners suggested to be a major factor influencing L2 acquisition…
A Series of Accurate Maps of the Principal Lakes of Cumberland, Westmorland and Lancashire, First Surveyed and Planned between 1783 and 1794
Definite Discourse-New Reference in L1 and L2: A Study of Bridging in Mandarin, Korean, and English
Definite expressions may be used to introduce a referent into discourse when their familiarity between speaker and listener can be inferred, a strategy known as bridging. However, for a number of reasons, bridging may be difficult to acquire compared to the acquisition of indefinite introductions for noninferable referent types, with the native language of the second language (L2) learners suggested to be a major factor influencing L2 acquisition…
‘Almost people’: A Learner Corpus Account of L2 Use and Misuse of Non-numerical Quantification
We present an Integrated Contrastive Model of non-numerical quantificational NPs (NNQs, i.e. ‘some people’) produced by L1 English speakers and Mandarin and Korean L2 English learners. Learner corpus data was sourced from the ICNALE (Ishikawa, 2011, 2013) across four L2 proficiency levels. An average 10% of L2 NNQs were specific to L2 varieties, including noun number mismatches (*‘many child’), omitting obligatory quantifiers after adverbs (*‘alm…
Does EAP affect written L2 academic stance? A longitudinal learner corpus study
Exploring stance in the manifestos of 3 candidates for the Hong Kong Chief Executive election 2017: Combining CDA and corpus-like insights
While much work has been done on the textual analysis of political discourses in Western countries, relatively little has focused on electoral manifestos in the East. Manifestos are open extensive declarations of individual ideologies for campaigns, comprising small texts in terms of word count but with massive implications for voters’ perception of the candidates’ political leanings. Focusing on the manifestos produced by the three candidates fo…
Grammatical complexity in academic English Douglas Biber Bethany Gray 2016. Cambridge: Cambridge University Press, I + 276
Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution
Taking DDL online: Designing, implementing and evaluating a SPOC on data-driven learning for tertiary L2 writing
This paper describes the rationale, design and implementation of a short private online course (SPOC) on data-driven learning (DDL) ( Johns, 1991 ), focusing on L2 error correction in postgraduate academic writing and involving over 300 registered users. I discuss the affordances of using a SPOC platform (namely EdX ) for online DDL training, describing activities that cover a range of useful strategies for DDL-led error detection and correction.…
Corpus linguistics and education in Australia
Preview this article: Corpus linguistics and education in Australia, Page 1 of 1 /docserver/preview/fulltext/aral.00029.edi-1.gif
Gender-preferential language use in L1 and L2 argumentative essays? Evidence against lists of ‘gendered’ language features
This study identifies and compares the gender-preferential language features present in the argumentative writing of L1 Indonesian and Indonesian L2 English learners. The data is comprised of 80 English argumentative essays sampled from the International Corpus Network of Asian Learners of English (ICNALE, Ishikawa, 2011) and a comparative corpus of 80 L1 Indonesian argumentative essays collected online from Indonesian university students, both e…
Training disciplinary genre awareness through blended learning: An exploration into EAP students’ perceptions of online annotation of genres across disciplines
“The findings might not be generalizable”: Investigating negation in the limitations sections of PhD theses across disciplines
Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF
“Establish a niche” via negation: A corpus-based study of negation within the Move 2 sections of PhD thesis introductions
The past few decades have witnessed an upsurge of scholarly interest in the generic descriptions of PhD theses following Swales’ seminal Genre Analysis . Fitted within the Create A Research Space (CARS) model, the thesis introduction plays a key role in justifying research originality/significance, where novice writers engage with academic communities through “establishing a research territory” (Move 1), “establishing a niche” (Move 2), and “occu…
Research trends in corpus linguistics: A bibliometric analysis of two decades of Scopus-indexed corpus linguistics research in arts and humanities
This paper uses a bibliometric analysis to map the field of Corpus Linguistics (CL) research in arts and humanities over the last 20 years, tracking changes in popular CL research topics, outlets, highly cited authors, and geographical origins based on the metadata of 5,829 CL-related articles from 429 Scopus-indexed journals. Results reveal an increase in corpus-assisted discourse studies, lexical bundles and academic writing, alongside newer to…
Constructing Covid-19: A corpus-informed analysis of prime ministerial crisis response communication by gender
This paper compares Australian and New Zealand Prime Ministers’ crisis response communication about COVID-19. We examine how gender performativity and contextual factors contribute to each leader’s discursive ‘style’ at the lexical level, and explore micro-diachronic changes as the pandemic unfolded. Informed by corpus linguistics approaches, we analysed written texts published on each leader’s website between January and December 2020, using Sca…
Corpus Linguistics: Mixed‐Methods Research
Corpora are principled collections of searchable electronic text, representative of authentic language‐in‐use. The varied and interdisciplinary research possibilities afforded by corpus linguistics (CL) also give rise to a range of research methods adopted both within CL studies and those of cognate fields that seek to apply the use of corpora to enhance their own research agendas. This entry distinguishes between mixed‐methods CL studies involvi…
Mapping cohesion in research articles of applied linguistics: A close look at rhetorical sections
Developmental corpus insights into the writing life of a primary school child in Australia
Children’s writing development is a matter of concern for Australian and other education systems. Factors related to the nature of writing as a literate skill, school writing pedagogy, and diminishing role of writing in a screen-dominant environment may account for this educational concern. What happens in a child’s writing when immigrant parents assign them writing tasks at home taking into account their writing concerns compounded by their fami…
The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: Insights from a corpus-based study
Metadiscourse plays a significant role in determining the quality of writing. While a growing number of studies have investigated the use of metadiscourse by adult second language learners in academic writing at the tertiary level, studies on how secondary-level students adopt such linguistic resources in other genres, particularly in examination writing, remain few. The present study addresses this research gap by examining the distributions of …
A user-friendly corpus tool for disciplinary data-driven learning: Introducing CorpusMate
Most corpus tools commonly used for corpus-based data-driven learning (DDL) are designed for research rather than teaching purposes, with much DDL research suggesting learners and their teachers often stop DDL after initial training due to tool-related issues like complex user interfaces and system settings. Based on feedback from secondary-age language learners and their teachers in the Australian context, we present CorpusMate ( https://corpusm…
The grass is not always greener: Teacher vs. GPT-assisted written corrective feedback
Written Corrective Feedback (WCF) is a crucial pedagogical practice where teachers annotate student writing to correct errors and improve language skills, albeit one that is time-consuming and laborious for large classes or under time constraints. However, the advent of advanced generative artificial intelligence and large language models, specifically ChatGPT, has introduced new possibilities for automating such educational tasks. GPT models wit…
A comparative analysis of multiword units in the reading and listening input of English textbooks
This study examines the occurrence and function of multiword units (MWUs) found in reading and listening input within EFL textbooks commonly used at a Vietnamese university. Lists of MWUs were automatically extracted from this input based on frequency, range, and mutual information score criteria, followed by manual evaluation via a classification framework developed by Simpson-Vlach and Ellis (2010). A final merged list of English textbook MWUs …
Walking the Walk? (Mis)alignment of EFL Teachers' Self‐Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus‐Based Language Pedagogy
Data‐driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self‐reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing issue. This paper explores the experiences of in‐service English language teacher trainees in develop…
Prompting for pedagogy? Australian F-10 teachers’ generative AI prompting use cases
Computer Science (22 works) · Linguistics (21 works) · Psychology (20 works) · Sociology (14 works) · Discourse Analysis in Language Studies (12 works) · Second Language Acquisition and Learning (12 works) · Mathematics education (10 works) · Artificial Intelligence (9 works) · Philosophy (9 works) · Corpus linguistics (8 works)