Ädel, A. (2010). Using corpora to teach academic writing: Challenges for the direct approach. In M. C. Campoy-Cubillo, B. Belles-Fortuño, & L. Gea-Valor (Eds.), Corpus-based approaches to ELT (pp.39–55). London: Continuum.Google Scholar logo with link to Google Scholar
Ädel, A., & Garretson, G. (2006). Citation practices across disciplines: The case of proficient student writing. In M. C. Pérez-Llantada Auría, R. Pló Alastrué, & C. P. Neumann (Eds.), Academic and professional communication in the 21st century: Genres and rhetoric in the construction of disciplinary knowledge (pp.271–280). Zaragoza, Spain: Prensas Universitarias.Google Scholar logo with link to Google Scholar
Agarwal, A., Xie, B., Vovsha, I., Rambow, O., & Passonneau, R. (2011, June). Sentiment analysis of twitter data. In Proceedings of the workshop on languages in social media (pp.30–38). Stroudsburg, PA: Association for Computational Linguistics.Google Scholar logo with link to Google Scholar
Aldabe, I. (2011). Automatic exercise generation based on corpora and natural language processing techniques (Unpublished doctoral dissertation). Euskal Herriko Unibertsitatea (University of the Basque Country), San Sebastian, Basque Country.Google Scholar logo with link to Google Scholar
Alexopoulou, T., Michel, M., Murakami, A., & Meurers, D. (2017). Task effects on linguistic complexity and accuracy: A large-scale learner corpus analysis employing natural language processing techniques. Language Learning, 67(S1), 180–208. Google Scholar logo with link to Google Scholar
Altman, D., & Mascarenhas, A. K. (2016). New competencies for the 21st century dental public health specialist. Journal of Public Health Dentistry, 76(s18–s28). Google Scholar logo with link to Google Scholar
Aluthman, E. S. (2017). The impact of the data-driven learning approach on ESL writers’ citation patterns. International Journal of English Linguistics, 7(6), 109–122, Google Scholar logo with link to Google Scholar
Amdur, R., Kirwan, J., & Morris C. (2010). Use of the passive voice in medical journal articles. American Medical Writers Association Journal, 25(3), 98–110.Google Scholar logo with link to Google Scholar
Anthony, L. (2014). AntConc (version 3.4.4). [Computer Software]. Tokyo, Japan: Waseda University. Available from <[URL]>Google Scholar logo with link to Google Scholar
(2016). Introducing corpora and corpus tools into the technical writing classroom through data-driven learning. In J. Flowerdew & T. Costley (Eds.), Discipline specific writing (pp.162–180). London: Routledge.Google Scholar logo with link to Google Scholar
(2017a). Introducing corpora and corpus tools into the technical writing classroom through data-driven learning (DDL). In J. Flowerdew & T. Costley (Eds.), Discipline-specific writing: Theory into practice (pp.162–180). London: Routledge.Google Scholar logo with link to Google Scholar
(2017b). AntFileConverter (version 1.2.1) [Computer Software]. Tokyo, Japan: Waseda University. Available from <[URL]>Google Scholar logo with link to Google Scholar
(2018). Introduction. In L. Anthony (Ed.), Introducing English for Specific Purposes (pp.1–6). New York, NY: Routledge. Google Scholar logo with link to Google Scholar
Applebee, A. (1996). Curriculum as conversation: Transforming traditions of teaching and learning. Chicago, IL: University of Chicago Press. Google Scholar logo with link to Google Scholar
Aston, G. (1995). Corpora in language pedagogy: matching theory and practice. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics (pp. 257–270). Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Athar, A. (2011, June). Sentiment analysis of citations using sentence structure-based features. In Proceedings of the ACL 2011 student session (pp.81–87). Stroudsburg, PA: Association for Computational Linguistics.Google Scholar logo with link to Google Scholar
Aull, L. L., & Lancaster, Z. (2014). Linguistic markers of stance in early and advanced academic writing: A corpus-based comparison. Written Communication, 31, 151–183. Google Scholar logo with link to Google Scholar
Baisa, V., & Suchomel, V. (2014, December). Skell: Web interface for english language learning. In A. Horák & P. Rychlý (Eds.), Eighth Workshop on Recent Advances in Slavonic Natural Language Processing, RASLAN 2014 (pp.63–70). Brno: Tribun EU.Google Scholar logo with link to Google Scholar
Barrón-Cedeño, A., Vila, M., Martí, M. A., & Rosso, P. (2013). Plagiarism meets paraphrasing: Insights for the next generation in automatic plagiarism detection. Computational Linguistics, 39(4), 917–947. Google Scholar logo with link to Google Scholar
Basturkmen, H. (2012). A genre-based investigation of discussion sections of research articles in dentistry and disciplinary variation. Journal of English for Academic Purposes, 11(2), 134–144. Google Scholar logo with link to Google Scholar
Bax, S. (2011). Normalisation revisited: The effective use of technology in language education. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1(2), 1–15. Google Scholar logo with link to Google Scholar
Bazerman, C. (2002). Genre and identity: Citizenship in the age of the internet and the age of global capitalism. In R. Coe, L. Lingard, & T. Teslenko (Eds.), The rhetoric and ideology of genre (pp.13–37). Cresskill, NJ: Hampton Press.Google Scholar logo with link to Google Scholar
Bernardini, S. (2001). Corpora in the classroom: An overview and some reflections on future developments. In J. Sinclair (Ed.), How to use corpora in language teaching (pp.15–36). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Biber, D. (1988). Variation across speech and writing. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
(1989). A typology of English texts. Linguistics, 27(1), 3–43. Google Scholar logo with link to Google Scholar
(1994). An analytical framework for register studies. In D. Biber & E. Finegan (Eds.), Sociolinguistic perspectives on register (pp.31–56). Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
(1995). Dimensions of register variation: A cross-linguistic comparison. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
(2006b). Stance in spoken and written university registers. Journal of English for Academic Purposes, 5(2), 97–116. Google Scholar logo with link to Google Scholar
Biber, D., & Conrad, S. (2009). Register, genre, and style. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Biber, D., & Finegan, E. (1994). Intra-textual variation within medical research articles. In J. Aarts (Ed.), Corpus-based research into language (pp.201–222). Amsterdam: Rodopi.Google Scholar logo with link to Google Scholar
Biber, D., & Gray, B. (2010). Challenging stereotypes about academic writing: Complexity, elaboration, explicitness. Journal of English for Academic Purposes, 9(1), 2–20. Google Scholar logo with link to Google Scholar
(2013). Being specific about historical change: The influence of sub-register. Journal of English Linguistics, 41(2), 104–134. Google Scholar logo with link to Google Scholar
(2016). Grammatical complexity in academic English: Linguistic change in writing. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Biber, D., & Kurjian, J. (2007). Towards a taxonomy of web registers and text types: A multi-dimensional analysis. Language and Computers, 59, 109.Google Scholar logo with link to Google Scholar
Birch-Becaas, S., & Cooke, R. (2012). Raising collective awareness of rhetorical strategies: Using an online writing tool to demonstrative discourse moves in the ESP classroom. In A. Boulton, S. Carter-Thomas, & E. Rowley-Jolivet (Eds.), Corpus-informed research and learning in ESP: Issues and applications (pp.239–260). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Bley-Vroman, R. (1989). What is the logical problem of foreign language learning? In S. M. Gass & J. Schachter (Eds.), Linguistic perspectives on second language acquisition (pp.41–68) New York, NY: Cambridge University Press. Google Scholar logo with link to Google Scholar
Blue, G. M. (1988). Individualising academic writing tuition. In P. Robinson (Ed.), Academic writing: Process and product. Oxford: Modern English Publications.Google Scholar logo with link to Google Scholar
Boulton, A. (2011). Data-driven learning: The perpetual enigma. In S. Goźdź-Roszkowski (Ed.), Explorations across languages and corpora (pp.563–580). Frankfurt: Peter Lang.Google Scholar logo with link to Google Scholar
(2015). Applying data-driven learning to the web. In A. Lénko-Szymánska & A. Boulton (Eds.), Multiple affordances of language corpora for data-driven learning (pp.267–295). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
(2012). Corpus consultation for ESP: A review of empirical research. In A. Boulton, S. Carter-Thomas, & E. Rowley-Jolivet (Eds.), Corpus-informed research and learning in ESP: Issues and applications (pp.261–292). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Boulton, A., Carter-Thomas, S., & Rowley-Jolivet, E. (Eds.). (2012). Corpus-informed research and learning in ESP: Issues and applications. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348–393. Google Scholar logo with link to Google Scholar
Brezina, V. (2018). Statistics in corpus linguistics: A practical guide. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230–258. Google Scholar logo with link to Google Scholar
Buchanan, T. (2000). The efficacy of a World-Wide Web mediated formative assessment. Journal of Computer Assisted Learning, 16, 193–200. Google Scholar logo with link to Google Scholar
Carter, R. A., & McCarthy, M. J. (1995). Grammar and the spoken language. Applied Linguistics, 16, 141–158. Google Scholar logo with link to Google Scholar
Carlson, D. M. (2000). A corpus-linguistic investigation of dental English. Journal of Dental Education, 64(4), 283–293.Google Scholar logo with link to Google Scholar
Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245–276. Google Scholar logo with link to Google Scholar
Chen, M., & Flowerdew, J. (2018). Introducing data-driven learning to PhD students for research writing purposes: A territory-wide project in Hong Kong. English for Specific Purposes, 50, 97–112. Google Scholar logo with link to Google Scholar
Chambers, A. (2007). Popularising corpus consultation by language learners and teachers. In E. Hidalgo, L. Quereda, & J. Santana (Eds.), Corpora in the foreign language classroom (pp.3–16). Amsterdam: Rodopi. Google Scholar logo with link to Google Scholar
Chambers, A., & O’Sullivan, I. (2004). Corpus consultation and advanced learners’ writing skills in French. ReCALL, 16, 158–172. Google Scholar logo with link to Google Scholar
Charles, M. (2007). Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for Academic Purposes, 6(4), 289–302. Google Scholar logo with link to Google Scholar
(2014). Getting the corpus habit: EAP students’ long-term use of personal corpora. English for Specific Purposes, 35(1), 30–40. Google Scholar logo with link to Google Scholar
(2015). Same task, different corpus: The role of personal corpora in EAP classes. In A. Lénko-Szymánska & A. Boulton (Eds.), Multiple affordances of language corpora for data-driven learning (pp.131–153). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Chun, C. (2017). Critical literacy writing in ESP: Perspectives and approaches. In J. Flowerdew & T. Costley (Eds.), Discipline-specific writing: Theory into practice (pp.181–195). London: Routledge.Google Scholar logo with link to Google Scholar
Christie, H., Tett, L., Cree, V. E., Hounsell, J., & McCune, V. (2008). ‘A real rollercoaster of confidence and emotions’: Learning to be a university student. Studies in Higher Education, 33(5), 567–581. Google Scholar logo with link to Google Scholar
Cobb, T., & Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen (Eds.), Cambridge handbook of English corpus linguistics (pp.478–497). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Cohen, A. M., & Hersh, W. R. (2005). A survey of current work in biomedical text mining. Briefings in Bioinformatics, 6(1), 57–71. Google Scholar logo with link to Google Scholar
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Cortes, V. (2004). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes, 23(4), 397–423. Google Scholar logo with link to Google Scholar
(2007). Genre and corpora in the English for academic writing class. ORTESOL Journal, 25, 9–16.Google Scholar logo with link to Google Scholar
Cotos, E. (2014). Enhancing writing pedagogy with learner corpus data. ReCALL, 26(2), 202–224. Google Scholar logo with link to Google Scholar
Cotos, E., Link, S., & Huffman, S. (2017). Effects of technology on genre learning. Language Learning & Technology, 21(3), 104–130.Google Scholar logo with link to Google Scholar
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213–238. Google Scholar logo with link to Google Scholar
Coxhead, A., & Nation, P. (2001). The specialised vocabulary of English for academic purposes. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp.252–267). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Crawford, J. M., Adami, G., Johnson, B. R., Knight, G. W., Knoernschild, K., Obrez, A., Patson, P., Punwani, I., Zaki, A. & Licari, F. W. (2007). Curriculum restructuring at a North American dental school: rationale for change. Journal of Dental Education, 71(4), 524–531.Google Scholar logo with link to Google Scholar
Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). The tool for the automatic analysis of text cohesion (TAACO): Automatic assessment of local, global, and text cohesion. Behavior Research Methods, 48(4), 1227–1237. Google Scholar logo with link to Google Scholar
(2017). Sentiment analysis and social cognition engine (SEANCE): An automatic tool for sentiment, social cognition, and social-order analysis. Behavior Research Methods, 49(3), 803–821. Google Scholar logo with link to Google Scholar
Crossley, S., Russell, D., Kyle, K., & Römer, U. (2017). Applying natural language processing tools to a student academic writing corpus: How large are disciplinary differences across science and engineering fields? Journal of Writing Analytics, 1, 48–81.Google Scholar logo with link to Google Scholar
Crossley, S., Kyle, K. & Romer, U. (2019). Examining lexical and cohesion differences in discipline-specific writing using multi-dimensional analysis. In Tony Berber Sardinha & Marcia Veirano Pinto (eds.) Multi-Dimensional Analysis: Research Methods and Current Issues (pp.189–216). London, UK: Bloomsbury. Google Scholar logo with link to Google Scholar
Crosthwaite, P. (2016). A longitudinal multidimensional analysis of EAP writing: Determining EAP course effectiveness. Journal of English for Academic Purposes, 22, 166–178. Google Scholar logo with link to Google Scholar
(2017). Retesting the limits of data-driven learning: Feedback and error correction. Computer Assisted Language Learning, 30(6), 447–473. Google Scholar logo with link to Google Scholar
(2018, June 8). Scaling up DDL: Challenges of bringing DDL to an online SPOC format. Video conference paper presented at 2nd BAAL Corpus Linguistics SIG event 2018: New Directions in DDL. Centre for Academic Writing, Coventry University, UK.Google Scholar logo with link to Google Scholar
Crosthwaite, P., Cheung, L., & Jiang, F. K. (2017). Writing with attitude: Stance expression in learner and professional dentistry research reports. English for Specific Purposes, 46, 107–123. Google Scholar logo with link to Google Scholar
Crosthwaite, P., & Jiang, K. (2017). Does EAP affect written L2 academic stance? A longitudinal learner corpus study. System, 69, 92–107. Google Scholar logo with link to Google Scholar
Crosthwaite, P., Wong, L. L. C., & Cheung, O. W. (2019). Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning. ReCALL, online ahead of print, Google Scholar logo with link to Google Scholar
Cumming, A. (1990). Metalinguistic and ideational thinking in second language composing. Written Communication, 7, 482–511. Google Scholar logo with link to Google Scholar
Dagneux, E., Denness, S., & Granger, S. (1998). Computer-aided error analysis. System, 26, 163–174. Google Scholar logo with link to Google Scholar
Dahl, T., (2004). Textual metadiscourse in research articles: A marker of national culture or of academic discipline? Journal of Pragmatics, 36, 1807–1825. Google Scholar logo with link to Google Scholar
Davies, M. (2004). BYU-BNC. Based on the British National Corpus from Oxford University Press. Available online at <[URL]>Google Scholar logo with link to Google Scholar
Ding, D. (1998). Rationality reborn: Historical roots of the passive voice in scientific discourse. In J. T. Battalio (Ed.), Essays in the study of scientific discourse: Methods, practice, and pedagogy (pp.117–135). Stamford, CT: Ablex.Google Scholar logo with link to Google Scholar
Dittmar, N. (2010). Register. In M. Fried, J. A. Östman, & J. Verschueren (Eds.), Variation and change: Pragmatic perspectives (pp.221–233). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Dorgeloh, H. (2016). The interrelationship of register and genre in medical discourse. In C. Schubert & C. Sanchez-Stockhammer (Eds.), Variational text linguistics: Revisiting register in English (pp.42–66). Berlin: De Gruyter. Google Scholar logo with link to Google Scholar
Dorgeloh, H., & Wanner, A. (2010). Syntactic variation and genre. Berlin: De Gruyter. Google Scholar logo with link to Google Scholar
Durrant, P. (2017). Lexical bundles and disciplinary variation in university students’ writing: Mapping the territories. Applied Linguistics 38(2), 165–193. Google Scholar logo with link to Google Scholar
Evans, S. (2011). Hong Kong English and the professional world. World Englishes, 30(3), 293–316. Google Scholar logo with link to Google Scholar
Evans, S., & Green, C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes, 6(1), 3–17. Google Scholar logo with link to Google Scholar
Evans, S., & Morrison, B. (2011). The first term at university: Implications for EAP. English Language Teaching Journal, 65(4), 376–386. Google Scholar logo with link to Google Scholar
Evert, S. (2018, June). The hermeneutic cyborg. Conference abstract for 13th Annual Sinclair Open Lecture, June 25th , University of Birmingham, UK.Google Scholar logo with link to Google Scholar
Faculty of Dentistry, The University of Hong Kong. (2015). Regulations for the Degree of Bachelor of Dental Surgery (BDS). Retrieved from <[URL]>
Feldman, R., & Sanger, J. (2007). The text mining handbook: Advanced approaches in analyzing unstructured data. Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
Ferguson, G. (1997). Teacher education and LSP: The role of specialised knowledge. In R. Howard & G. Brown (Eds.), Teacher education for Languages for Specific Purposes (pp.80–89). Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
Flowerdew, J. (2016). English for Specific Academic Purposes: Making the case. Writing and Pedagogy, 8(1), 5–32. Google Scholar logo with link to Google Scholar
Flowerdew, J., & Costley (Eds.). (2017). Discipline-specific writing: Theory into practice. London: Routledge.Google Scholar logo with link to Google Scholar
Flowerdew, L. (2015). Data-driven learning and language learning theories: Wither the twain shall meet. In A. Lénko-Szymánska & A. Boulton (Eds.), Multiple affordances of language corpora for data-driven learning (pp.15–36). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Frankenberg-Garcia, A. (2005). A peek into what today’s language learners as researchers actually do. International Journal of Lexicography, 18, 335–355. Google Scholar logo with link to Google Scholar
Friginal, E., & Hardy, J. (2014). Conducting Biber's multi-dimensional analysis using SPSS. In T. Berber Sardinha & M. Veirano Pinto (Eds.), Multi-dimensional analysis: 25 years on (pp.297–316). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Fryer, D. L. (2013). Exploring the dialogism of academic discourse: Heteroglossic engagement in medical research articles. In G. Andersen & K. Bech (Eds.), English corpus linguistics: Variation in time, space and genre: Selected papers from International Computer Archive of Modern and Medieval English (ICAME) (pp.183–207). Leiden: Brill.Google Scholar logo with link to Google Scholar
Fuentes, A. C. (2017). Form-focused data-driven learning for grammar development in ESP contexts. Revista de Lenguas para Fines Específicos, 23(1), 12–30.Google Scholar logo with link to Google Scholar
Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System, 32, 301–319. Google Scholar logo with link to Google Scholar
Gardner, S., Nesi, H., & Biber, D. (2018). Discipline, level, genre: Integrating situational perspectives in a new MD analysis of university student writing. Applied Linguistics, 1–30. Google Scholar logo with link to Google Scholar
Gilquin, G. (2000). The integrated contrastive model: Spicing up your data. Languages in Contrast, 3, 95–123.Google Scholar logo with link to Google Scholar
Gopikrishna, V. (2010). A report on case reports. Journal of Conservative Dentistry, 13(4), 265–271. Google Scholar logo with link to Google Scholar
Gotti, M., & Salager-Meyer, F. (2006). Advances in medical discourse analysis: Written and oral contexts. Berlin: Peter Lang. Google Scholar logo with link to Google Scholar
Granger, S. (1996). From CA to CIA and back: An integrated approach to computerized bilingual and learner corpora. In K. Aijmer, Languages in contrast. Text-based cross-linguistic studies (pp.37–51). Lund: Lund University Press.Google Scholar logo with link to Google Scholar
(2015). Contrastive interlanguage analysis: A reappraisal. International Journal of Learner Corpus Research, 1(1), 7–24. Google Scholar logo with link to Google Scholar
Gray, B. (2015). On the complexity of academic writing: Disciplinary variation and structural complexity. In V. Cortes & E. Csomay (Eds.), Corpus-based research in applied linguistics: Studies in honor of Doug Biber (pp.49–78). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Gross, A. G., & Chesley, P. (2012). Hedging, stance and voice in medical research articles. In K. Hyland & C. S. Guinda (Eds.), Stance and voice in written academic genres (pp.85–100). Houndmills: Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Hafner, C. A., & Candlin, C. N. (2007). Corpus tools as an affordance to learning in professional legal education. Journal of English for Academic Purposes, 6, 303–318. Google Scholar logo with link to Google Scholar
Hardy, J. A., & Friginal, E. (2016). Genre variation in student writing: A multi-dimensional analysis. Journal of English for Academic Purposes, 22, 119–131. Google Scholar logo with link to Google Scholar
Hardy, J. A., & Römer, U. (2013). Revealing disciplinary variation in student writing: A multi-dimensional analysis of the Michigan Corpus of Upper-level Student Papers (MICUSP). Corpora, 8(2), 183–207. Google Scholar logo with link to Google Scholar
Hawkins, J. A., & Buttery, P. (2010). Criterial features in learner corpora: Theory and illustrations. English Profile Journal, 1(1), e5. Google Scholar logo with link to Google Scholar
Hernandez, L. M., Rosenstock, L., & Gebbie, K. (Eds.). (2003). Who will keep the public healthy? Educating public health professionals for the 21st Century. Washington, DC: National Academies Press.Google Scholar logo with link to Google Scholar
Herrando-Rodrigo, I. (2010). “If you suffer from … check the Internet”: The role of engagement and self-mention devices in medical research articles and electronic popularizations. In R. Lorés-Sanz, P. Mur-Dueñas, & E. Lafuente-Millán (Eds.), Constructing interpersonality: Multiple perspectives on written academic genres (pp.255–274). Newcastle upon Tyne: Cambridge Scholars.Google Scholar logo with link to Google Scholar
Hinkel, E. (2004). Tense, aspect and the passive voice in L1 and L2 academic texts. Language Teaching Research, 8(1), 5–29. Google Scholar logo with link to Google Scholar
Hirvela, A., Hyland, K., & Manchón, R. M. (2016). Dimensions in L2 writing theory and research: Learning to write and writing to learn. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp.45–64). Berlin: De Gruyter. Google Scholar logo with link to Google Scholar
Holmes, J. (1988). Doubt and certainty in ESL textbooks. Applied Linguistics, 9(1), 21–44. Google Scholar logo with link to Google Scholar
Holtzman, J. M., Elliot, N., Biber, C. L., & Sanders, R. M. (2005). Computerized assessment of dental student writing skills. Journal of Dental Education, 69(2), 285–295.Google Scholar logo with link to Google Scholar
Hopper, P. J., & Thompson, S. A. (1980). Transitivity in grammar and discourse. Language, 56(2), 251–299. Google Scholar logo with link to Google Scholar
Hu, G., & Cao, F. (2015). Disciplinary and paradigmatic influences on interactional metadiscourse in research articles. English for Specific Purposes, 39, 12–25. Google Scholar logo with link to Google Scholar
Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424. Google Scholar logo with link to Google Scholar
Hu, M., & Liu, B. (2004). Mining and summarizing customer reviews. In Proceedings of the Tenth ACM SIGKDD International Conference on Knowledge Discovery and Data Mining (pp.168–177). Seattle, WA: ACM.Google Scholar logo with link to Google Scholar
Hu, N., Bose, I., Koh, N. S., & Liu, L. (2012). Manipulation of online reviews: An analysis of ratings, readability, and sentiments. Decision Support Systems, 52(3), 674–684. Google Scholar logo with link to Google Scholar
Huang, Y., Murakami, A., Alexopoulou, T., & Korhonen, A. (2018). Dependency parsing of learner English. International Journal of Corpus Linguistics, 23(1), 28–54. Google Scholar logo with link to Google Scholar
Hurwitz, B. (2006). Form and representation in clinical case reports. Literature and Medicine, 25(2), 216–240. Google Scholar logo with link to Google Scholar
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
(1999). Disciplinary discourses: Writer stance in research articles. In C. Candlin & K. Hyland (Eds), Writing: Texts, processes and practices (pp.99–121). London: Routledge.Google Scholar logo with link to Google Scholar
(2000). Disciplinary discourses: Social interactions in academic writing. Harlow: Pearson.Google Scholar logo with link to Google Scholar
(2004a). Disciplinary discourses: Social interactions in academic writing. Ann Arbor, MI: University of Michigan Press.Google Scholar logo with link to Google Scholar
(2004b). Disciplinary interactions: Metadiscourse in L2 postgraduate writing. Journal of Second Language Writing, 13(2), 133–151. Google Scholar logo with link to Google Scholar
(2005). Metadiscourse: Exploring interaction in writing. London: Continuum.Google Scholar logo with link to Google Scholar
(2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. Google Scholar logo with link to Google Scholar
(2008). As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes, 27(1), 4–21. Google Scholar logo with link to Google Scholar
(2011). Learning to write. In R. Manchón (ed.) Learning-to-write and writing-to-learn in an additional language (pp.17–36). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
(2012). Undergraduate understandings: Stance and voice in final year reports. In K. Hyland & C. Sancho-Guinda (Eds.), Stance and voice in written academic genres (pp.134–150). Houndmills: Palgrave Macmillan. Google Scholar logo with link to Google Scholar
(2013a). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22, 240–253. Google Scholar logo with link to Google Scholar
(2013b). Student perceptions of hidden messages in teacher written feedback. Studies in Educational Evaluation, 39(3), 180–187. Google Scholar logo with link to Google Scholar
(2014). Re-imagining literacy: English in Hong Kong’s new university curriculum. In D. Coniam (Ed.), English language education and assessment (pp.139–151). Singapore: Springer.Google Scholar logo with link to Google Scholar
(2016a). Writing with attitude: Conveying a stance in academic texts. In E. Hinkel (Ed.), Teaching English grammar to speakers of other languages. London: Routledge.Google Scholar logo with link to Google Scholar
(2016b). General and specific EAP. In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for academic purposes (pp.41–53). London: Routledge. Google Scholar logo with link to Google Scholar
Hyland, K., & Hamp-Lyons, L. (2002). EAP: Issues and directions. Journal of English for Academic Purposes, 1, 1–12. Google Scholar logo with link to Google Scholar
Hyland, K., & Jiang, F. (2016a). Change of attitude? A diachronic study of stance. Written Communication, 33(3), 251–274. Google Scholar logo with link to Google Scholar
Hyland, K., & Jiang, F. K. (2016b). “We must conclude that …”: A diachronic study of academic engagement. Journal of English for Academic Purposes, 24, 29–42. Google Scholar logo with link to Google Scholar
Hyland, K., & Tse, P. (2004). Metadiscourse in academic writing: A reappraisal. Applied Linguistics, 25(2), 156–177. Google Scholar logo with link to Google Scholar
(2009). Academic lexis and disciplinary practice: Corpus evidence for specificity. International Journal of English Studies, 9(2).Google Scholar logo with link to Google Scholar
James, M. A. (2010). Transfer climate and EAP education: Students’ perceptions of challenges to learning to transfer. English for Specific Purposes, 29, 133–147. Google Scholar logo with link to Google Scholar
(2012). An investigation of motivation to transfer second language learning. The Modern Language Journal, 96, 51–69. Google Scholar logo with link to Google Scholar
Jarvis, S., & Paquot, M. (2012). Exploring the role of n-grams in L1 identification. In S. Jarvis & S. Crossley (Eds.), Approaching language transfer through text classification: Explorations in the detection-based approach (pp.71–105). Bristol: Multilingual Matters. Google Scholar logo with link to Google Scholar
Jensen, P. B., Jensen, L. J., & Brunak, S. (2012). Mining electronic health records: Towards better research applications and clinical care. Nature Reviews Genetics, 13(6), 395. Google Scholar logo with link to Google Scholar
Jiang, F. K., & Hyland, K. (2016). Nouns and academic interactions: A neglected feature of metadiscourse. Applied Linguistics, 39(4), 508–531.Google Scholar logo with link to Google Scholar
Johns, T. (1991). Should you be persuaded – two examples of data-driven learning materials. In T. Johns, & P. King (Eds.), Classroom concordancing. English Language Research Journal (Vol. 4, pp.1–16). Birmingham: Birmingham University.Google Scholar logo with link to Google Scholar
Jurafsky, D., & Martin, J. (2009). Speech and language processing: An introduction to natural language processing, computational linguistics, and speech recognition (2nd ed.) Upper Saddle River, NJ: Prentice Hall.Google Scholar logo with link to Google Scholar
Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and psychological measurement, 20(1), 141–151. Google Scholar logo with link to Google Scholar
Kaufer, D., Geisler, C., Vlachos, P., & Ishizaki, S. (2006). Mining textual knowledge for writing education and research: The DocuScope project. In L. van Waes, M. Leijten & C. Neuwirth, (Eds.), Writing and digital media (pp.115–129). Amsterdam: Elsevier.Google Scholar logo with link to Google Scholar
Kaufer, D. S., Ishizaki, S., Butler, B. S., & Collins, J. (2004). The power of words: Unveiling the speaker and writer's hidden craft. London: Routledge. Google Scholar logo with link to Google Scholar
Kessler, J. S. (2017). Scattertext: A browser-based tool for visualizing how corpora differ. arXiv preprint arXiv:1703.00565. Google Scholar logo with link to Google Scholar
Kilgarriff, A., Rychly, P., Smrz, P., & Tugwell, D. (2004). The sketch engine. Information Technology, 105, 116.Google Scholar logo with link to Google Scholar
Kilgarriff, A., & Grefenstette, G. (2003). Introduction to the special issue on web as corpus. Computational Linguistics, 29, 333–347. Google Scholar logo with link to Google Scholar
Kostenko V. (2016). Language and cultural barriers in written communication in dentistry. Akademia Pomorska w Slupsku, 4, 238–249.Google Scholar logo with link to Google Scholar
Kostenko, V. (2017). Pragmatic and communicative aspects of case reports in dentistry (Unpublished doctoral dissertation). Pomeranian University, Slupsk.Google Scholar logo with link to Google Scholar
(2018). How to incorporate academic writing pedagogy in undergraduate and postgraduate medical education. Wiadomości Lekarskie, 2, 261–265.Google Scholar logo with link to Google Scholar
Kunter, G. (2017). Coquery (version 0.10) [Computer Software]. Retrieved from <[URL]>Google Scholar logo with link to Google Scholar
Kyle, K., & Crossley, S. A. (2015). Automatically assessing lexical sophistication: Indices, tools, findings, and application. TESOL Quarterly, 49(4), 757–786. Google Scholar logo with link to Google Scholar
Lakoff, G. (1972). Hedges: A study in meaning criteria and the logic of fuzzy concepts. Chicago Linguistic Society Papers, 8, 183–228.Google Scholar logo with link to Google Scholar
Lancaster, Z. (2016). Expressing stance in undergraduate writing: Discipline-specific and general qualities. Journal of English for Academic Purposes, 23, 16–30. Google Scholar logo with link to Google Scholar
Larsen-Freeman, D. (2011). A complexity theory approach to second language development / acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp.48–72). London: Routledge.Google Scholar logo with link to Google Scholar
Lasswell, H. D., & Namenwirth, J. Z. (1969). The Lasswell value dictionary. New Haven, CT: New Haven.Google Scholar logo with link to Google Scholar
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Lee, D., & Swales, J. (2006). A corpus-based EAP course for NNS doctoral students: Moving from available specialized corpora to self-compiled corpora. English for Specific Purposes, 25, 56–75. Google Scholar logo with link to Google Scholar
Lee, H., Warschauer, M., & Lee, J. H. (2018). The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics, amy012. . Google Scholar logo with link to Google Scholar
Lee, J. J., Hitchcock, C., & Casal, J. E. (2018b). Citation practices of L2 university students in first-year writing: Form, function, and stance. Journal of English for Academic Purposes, 33, 1–11. Google Scholar logo with link to Google Scholar
Leech, G. (1997). Teaching and language corpora: A convergence. In A. Wichmann, S. Fligelstone, T. McEnery & G. Knowles (Eds.), Teaching and language corpora (pp.1–23). London: Longman.Google Scholar logo with link to Google Scholar
Leńko-Szymańska, A., & Boulton, A. (Eds.). (2015). Multiple affordances of language corpora for data-driven learning. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Leong, P. A. (2014). The passive voice in scientific writing. The current norm in science journals. Journal of Science Communication, 13(1), 1–16.Google Scholar logo with link to Google Scholar
Lingard, L. (2015). Enlisting the power of the verb. Perspectives on Medical Education, 4(2), 53–54. Google Scholar logo with link to Google Scholar
Lingard, L., Garwood, K., Schryer, C. F., & Spafford, M. M. (2003). A certain art of uncertainty: Case presentation and the development of professional identity. Social Science & Medicine, 56(3), 603–616. Google Scholar logo with link to Google Scholar
Liu, M., Calvo, R. A., & Rus, V. (2012). G-Asks: An intelligent automatic question generation system for academic writing support. Dialogue & Discourse, 3(2), 101–124. Google Scholar logo with link to Google Scholar
Lockwood, J. (2017). Towards a specific writing assessment at Hong Kong universities. In J. Flowerdew & T. Costley (Eds.), Discipline-specific writing: Theory into practice (pp.196–215). London: Routledge.Google Scholar logo with link to Google Scholar
Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.) Foreign language research in cross-cultural perspective. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics, 15(4), 474–496. Google Scholar logo with link to Google Scholar
Luo, Q. (2016). The effects of data-driven learning activities on EFL learners’ writing development. SpringerPlus, 5(1), 1255. Google Scholar logo with link to Google Scholar
Martin, J. R., & White, P. R. (2003). The language of evaluation (Vol. 2). Houndmills: Palgrave Macmillan.Google Scholar logo with link to Google Scholar
McGuire, W. J. (1984). Public communication as a strategy for inducing health-promoting behavioral change. Preventive Medicine, 13(3), 299–319. Google Scholar logo with link to Google Scholar
Meurers, D. (2015). Learner corpora and natural language processing. In S. Granger, G. Gilquin, & F. Meunier (Eds.), The Cambridge handbook of learner corpus research (pp.537–566). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Millar, N. (2011). The processing of malformed formulaic language. Applied Linguistics, 32, 129–148. Google Scholar logo with link to Google Scholar
Mischler, E. G. (1984). The discourse of medicine: Dialectics of medical interviews. Norwood, NJ: Ablex.Google Scholar logo with link to Google Scholar
Mitton, C., Adair, C. E., McKenzie, E., Patten, S. B., & Waye Perry, B. (2007). Knowledge transfer and exchange: Review and synthesis of the literature. Milbank Quarterly, 85(4), 729–768. Google Scholar logo with link to Google Scholar
Molés-Cases, T., & Oster, U. (2015). Webquests in translator training. In A. Lénko-Szymánska & A. Boulton (Eds.), Multiple affordances of language corpora for data-driven learning (pp.201–224). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Moretti, F. (2013). Distant reading. London: Verso Books.Google Scholar logo with link to Google Scholar
Morrison, B. (2014). Challenges faced by non-native undergraduate student writers in an English-medium university. The Asian ESP Journal, 10(1), 136–174.Google Scholar logo with link to Google Scholar
Morrison, B., & Evans, S. (2018). Supporting non-native speaker student writers making the transition from school to an English-medium university. Language Learning in Higher Education, 8(1), 1–20. Google Scholar logo with link to Google Scholar
Morse, Z., & Nakahara, S. (2001). English language education in Japanese dental schools. European Journal of Dental Education, 5(4), 168–172. Google Scholar logo with link to Google Scholar
Murakami, A. (2013). Cross-linguistic influence on the accuracy order of L2 English grammatical morphemes. In S. Granger, G. Gilquin, & F. Meunier (Eds.), Twenty years of learner corpus research: Looking back, moving ahead. (pp.325–334). Louvain-la-Neuve: Presses Universitaires de Louvain.Google Scholar logo with link to Google Scholar
Murakami, A., Thompson, P., Hunston, S., & Vajn, D. (2017). ‘What is this corpus about?’: Using topic modelling to explore a specialised corpus. Corpora, 12(2), 243–277. Google Scholar logo with link to Google Scholar
Nadershahi, N., Bender, D. J., Lyon, C., & Blaseio, A (2013). An overview of case-based and problem-based learning methodologies for dental education. Journal of Dental Education, 77(10) 1300–1305.Google Scholar logo with link to Google Scholar
Nesi, H. (2009). A multidimensional analysis of student writing across levels and disciplines. In M. Edwardes (Ed.), Proceedings of the BAAL annual conference 2008: 41st annual meeting of the British Association for Applied Linguistics, 11–13 September 2008: Taking the measure of applied linguistics, Swansea University (pp.11–13). London: Scitsiugnil PressGoogle Scholar logo with link to Google Scholar
Nesi, H., & Gardner, S. (2012). Genres across the disciplines: Student writing in higher education. Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
Newell, G. E. (2008). Writing to learn: How alternative theories of school writing account for student performance. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp.235–247). London: Guilford Press.Google Scholar logo with link to Google Scholar
Nini, A. (2015a). Multidimensional Analysis Tagger (Version 1.3) [Computer Doftware]. Retrieved from <[URL]>
(2015b). MAT Manual. Retrieved from <[URL]>
O’Donnell, M. (2008). The UAM CorpusTool: Software for corpus annotation and exploration. In Proceedings of the XXVI Congreso de AESLA, Almeria, Spain, 3–5 April (pp.3–5).Google Scholar logo with link to Google Scholar
Ott, N., & Meurers, D. (2010). Information retrieval for education: Making search engines language aware. Themes in Science and Technology Education, 3(1–2), 109–143.Google Scholar logo with link to Google Scholar
Pak, A., & Paroubek, P. (2010, May). Twitter as a corpus for sentiment analysis and opinion mining. In LREC (Vol. 10, No. 2010).Google Scholar logo with link to Google Scholar
Pang, B., & Lee, L. (2008). Opinion mining and sentiment analysis. Foundations and Trends in Information Retrieval, 2(1–2), 1–135. Google Scholar logo with link to Google Scholar
Parkinson, J., Demecheleer, M., & Mackay, J. (2017). Writing like a builder: Acquiring a professional genre in a pedagogical setting. English for Specific Purposes, 46, 29–44. Google Scholar logo with link to Google Scholar
Pendar, N., & Chappelle, C. (2008). Investigating the promise of learner corpora: Methodological issues. Calico Journal, 25(2), 189–206.Google Scholar logo with link to Google Scholar
Pérez-Paredes, P., Sánchez-Tornel, M., Alcaraz Calero, J. M., & Jiménez, P. A. (2011). Tracking learners' actual uses of corpora: Guided vs non-guided corpus consultation. Computer Assisted Language Learning, 24(3), 233–253. Google Scholar logo with link to Google Scholar
Polio, C. & Park, J. H. (2016). Language development in second language writing. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp.287–306). Berlin: De Gruyter. Google Scholar logo with link to Google Scholar
Poon, A. (2010). Language use, and language policy and planning in Hong Kong. Current Issues in Language Planning, 11, 1–66. Google Scholar logo with link to Google Scholar
Quinn, C. (2014). Training L2 writers to reference corpora as a self-correction tool. ELT Journal, 69(2), 165–177. Google Scholar logo with link to Google Scholar
Rayson, P. (2016). Log-likelihood calculator [Computer Software]. Retrieved from <[URL]>Google Scholar logo with link to Google Scholar
(2008). From key words to key semantic domains. International Journal of Corpus Linguistics, 13(4), 519–549. Google Scholar logo with link to Google Scholar
(2009). Wmatrix: A web-based corpus processing environment [Computer Software]. Lancaster: University of Lancaster.Google Scholar logo with link to Google Scholar
Rayson, P., Archer, D., Piao, S., & McEnery, A. M. (2004). The UCREL semantic analysis system [Computer Software]. Lancaster: University of Lancaster.Google Scholar logo with link to Google Scholar
Rayson, P., & Garside, R. (1998). The CLAWS web tagger. ICAME Journal, 22, 121–123.Google Scholar logo with link to Google Scholar
Richards, P. S., & Inglehart, M. R. (2006). An interdisciplinary approach to case-based teaching: Does it create patient-centered and culturally sensitive providers? Journal of Dental Education, 70(3), 284–291.Google Scholar logo with link to Google Scholar
Riley, K. (1991). Passive voice and rhetorical role in scientific writing. Journal of Technical Writing and Communication, 21(3), 239–257. Google Scholar logo with link to Google Scholar
Römer, U. (2011). Corpus research applications in second language teaching. Annual Review of Applied Linguistics, 31, 205–225. Google Scholar logo with link to Google Scholar
Römer, U., & Swales, J. M. (2010). The Michigan corpus of upper-level student papers (MICUSP) [Computer Software]. Retrieved from <[URL]>
Salager-Meyer, F. (1991). Hedging in medical discourse: 1980-1990. Interface, 6(1), 33–54.Google Scholar logo with link to Google Scholar
(1994). Hedges and textual communicative function in medical English written discourse. English for Specific Purposes, 13(2), 149–170. Google Scholar logo with link to Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. Google Scholar logo with link to Google Scholar
Schryer, C. F., Lingard, L., Spafford, M., & Garwood, K. (2003). Structure and agency in medical case presentations. In C. Bazerman & D. Russell (Eds.), Writing selves/writing societies: Research from activity perspectives (pp.62–96). Fort Collins, CO: The WAC Clearinghouse and Mind, Culture, and Activity.Google Scholar logo with link to Google Scholar
Schryer, C. F., Lingard, L., & Spafford, M. (2007). Regularised practices: Genres, improvisation, and identity formation in health-care professions. In M. Zachry & C. Thralls (Eds.), Communicative practices in workplaces and the professions: Cultural perspectives on the regulation of discourse and organizations (pp.21–44). London: Routledge.Google Scholar logo with link to Google Scholar
Schubert, C. (2016). Current trends in register research. In C. Schubert & C. Sanchez-Stockhammer (Eds.), Variational text linguistics: Revisiting register in English (pp.1–18). Berlin: De Gruyter. Google Scholar logo with link to Google Scholar
Simsek, D., Shum, S. B., De Liddo, A., Ferguson, R., & Sándor, Á. (2014, March). Visual analytics of academic writing. In Proceedings of the Fourth International Conference on Learning Analytics and Knowledge (pp.265–266). ACM. Google Scholar logo with link to Google Scholar
Sinclair, J. (1991). Corpus, concordance and collocation. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
(1999). A way with common words. In H. Hasselgard & S. Oksefjell (Eds.), Out of corpora: Studies in honour of Stig Johansson (pp.157–159). Amsterdam: Rodopi.Google Scholar logo with link to Google Scholar
Small, H. (2011). Interpreting maps of science using citation context sentiments: A preliminary investigation. Scientometrics, 87(2), 373–388. Google Scholar logo with link to Google Scholar
Stone, P., Dunphy, D. C., Smith, M. S., & Ogilvie, D. M. (1968). The general inquirer: A computer approach to content analysis. Journal of Regional Science, 8(1), 113–116.Google Scholar logo with link to Google Scholar
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
(2014). Variation in citational practice in a corpus of student biology papers: From parenthetical plonking to intertextual storytelling. Written Communication, 31, 118–141. Google Scholar logo with link to Google Scholar
Swales, J., & Burke, A. (2003). It’s really fascinating work: Differences in evaluative adjectives across academic registers. In P. Leistyna, & C. Meyer (Eds.), Corpus analysis. Language structure and language use (pp.1–18). Amsterdam: Rodopi.Google Scholar logo with link to Google Scholar
Swales, J., & Feak, C. (2000). English in today’s research world. Ann Arbor, MI: University of Michigan Press. Google Scholar logo with link to Google Scholar
The BNC Sampler. (1999). Oxford, UK: Oxford University Computing Services
Thomas, J. (2015). Stealing a march on collocation: Deriving extended collocations from full-text for student analysis and synthesis. In In A. Lénko-Szymánska & A. Boulton (Eds.), Multiple affordances of language corpora for data-driven learning (pp.85–108). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Tono, Y., Satake, Y., & Miura, A. (2014). The effects of using corpora on revision tasks in L2 writing with coded error feedback. ReCALL, 26, 147–162. Google Scholar logo with link to Google Scholar
Toutanova, K., Klein, D., Manning, C. D., & Singer, Y. (2003, May). Feature-rich part-of-speech tagging with a cyclic dependency network. In Proceedings of the 2003 Conference of the North American Chapter of the Association for Computational Linguistics on Human Language Technology (Vol. 1, pp.173–180). Stroudsburg, PA: Association for Computational Linguistics.Google Scholar logo with link to Google Scholar
Tribble, C. (2001). Small corpora and teaching writing. In M. Ghadessy, A. Henry, & R. L. Roseberry (Eds.), Small corpus studies and ELT: Theory and practice (pp.381–408). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Tribble, C., & Wingate, U. (2013). From text to corpus: A genre-based approach to academic literacy instruction. System, 41, 307–321. Google Scholar logo with link to Google Scholar
Trudgill, P. (2000). Sociolinguistics: An introduction to language and society (4th edn). London: Penguin.Google Scholar logo with link to Google Scholar
Whiteside, K., & Wharton, S. (2019). Semantic patterning of grammatical keywords in undergraduate academic writing from two close disciplines. Journal of English for Academic Purposes, 39, 1-20. Google Scholar logo with link to Google Scholar
Widdowson, H. G. (1998). Context, community, and authentic language. TESOL Quarterly, 32(4), 705–716. Google Scholar logo with link to Google Scholar
Widmann, J., Koh, K., & Ziai, R. (2011). The SACODEYL search tool: Exploiting corpora for language learning purposes. In A. Frankenberg-Garcia, L. Flowerdew, & G. Aston (Eds.), New trends in corpora and language learning (pp.167–178). London: Continuum.Google Scholar logo with link to Google Scholar
Williams, G. (2012). Bringing data and dictionary together: Real science in real dictionaries. In A. Boulton, Carter-Thomas, S., & Rowley-Jolivet, E. (Eds.), Corpus-informed research and learning in ESP: Issues and applications (pp.217–238). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Williams, I. A. (1996). A contextual study of lexical verbs in two types of medical research report: Clinical and experimental. English for Specific Purposes, 15, 175–197. Google Scholar logo with link to Google Scholar
Wilson, A. (2013). Embracing Bayes factors for key item analysis in corpus linguistics. In M. Bieswanger & A. Koll-Stobbe (Eds.), New approaches to the study of linguistic variability (pp.3–11). Frankfurt: Peter Lang.Google Scholar logo with link to Google Scholar
Winker, M. A. (2006). Clinical Crossroads: Expanding the horizons. JAMA, 295(24), 2888–2888. Google Scholar logo with link to Google Scholar
Wu, H., & Badger, R. G. (2009). In a strange and uncharted land: ESP teachers’ strategies for dealing with unpredicted problems in subject knowledge during class. English for Specific Purposes, 28(1), 19–32. Google Scholar logo with link to Google Scholar
Wu, J. C., Chang, Y. C., Mitamura, T., & Chang, J. S. (2010, July). Automatic collocation suggestion in academic writing. In Proceedings of the ACL 2010 Conference Short Papers (pp.115–119). Stroudsburg, PA: Association for Computational Linguistics.Google Scholar logo with link to Google Scholar
Yan, E., Williams, J., Chen, Z. (2017). Understanding disciplinary vocabularies using a full-text enabled domain-independent term extraction approach. PLoS ONE 12(11): e0187762. Google Scholar logo with link to Google Scholar
Yoon, H. (2008). More than a linguistic reference: The influence of corpus technology on L2 academic writing. Language Learning & Technology, 12, 31–49 19-32.Google Scholar logo with link to Google Scholar
Yoon, H., & Hirvela, A. (2004). ESL student attitude toward corpus use in L2 writing. Journal of Second Language Writing, 13, 257–283. Google Scholar logo with link to Google Scholar
Young, S. S., & Karr, A. (2011). Deming, data and observational studies. Significance, 8, 116–120. Google Scholar logo with link to Google Scholar
Yu, B., & Zhang, F. (2015). Disciplinary difference in citation opinion expressions. iConference 2015 Proceedings.Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue