Crawford, W. (to appear). Spoken language in L2 peer interaction (invited chapter). In A Routledge handbook of corpora in language teaching and learning. (E. Csomay & R. Jablonki, Eds.). Routledge.
Crawford, W. & Zhang, M. (2022). How can register analysis inform task-based language teaching? Register Studies, 3: 2, 180-206.
Zhang, M. & Crawford, W. (2021). Attention to Form in Collaborative Writing: Language-Related Episodes in L1 and L2 Use Conditions. Language Awareness (online)
Uludag, P., Crawford, W. & McDonough, K. (2021). English for Academic Purposes Writers’ Use of Reporting Verbs in Argumentative and Cause-and-Effect Essay Exams. BC TEAL Journal, 6/1, 42–58.
Crawford, W.& McDonough, K. (2021). The corpus of collaborative oral tasks. In W. Crawford (Ed.). Multiple perspective on learner interaction: The corpus of collaborative oral tasks. Mouton DeGruyter.
Alquraishi, M. & Crawford, W. (2021). A Multi-Dimensional Analysis of the Corpus of Collaborative Oral Tasks. In W. Crawford (Ed.). Multiple perspective on learner interaction: The corpus of collaborative oral tasks. Mouton DeGruyter.
Crawford, W., McDonough, K. & Brun-Mercer, N. (2019) Identifying linguistic markers of collaboration in L2 peer interaction: A lexico-grammatical approach. TESOL Quarterly, 53, 180-207.
McDonough, K., De Vleeschauwer, J. & Crawford, W. (2018). Exploring the benefits of collaborative prewriting in a Thai EFL context. Language Teaching Research.
McDonough, K. & Crawford, W. (2018). Identifying effective writing tasks for use in EFL write-to-learn language contexts, The Language Learning Journal.
McDonough, K., De Vleeschauwer, J. & Crawford, W. (2018). Comparing the quality of collaborative writing, collaborative prewriting, and individual texts in a Thai EFL context. System,74, 109-120.
Crawford, W. & McDonough, K. (2017). Text differences between individual and collaborative writing: A lexico-grammatical perspective. rEFLections, 24, 1-19.
McDonough, K., Crawford, W. & De Vleeschauwer, J. (2016). Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality. In Peer interaction and second language learning: Pedagogical potential and research agenda. (M. Sato & S. Ballinger, Eds.) John Benjamins.
McDonough, K., Crawford, W. & Mackey, A. (2015). Creativity and English L2 speakers’ language use during a group decision-making task. TESOL Quarterly, 49, 188-199.
McDonough, K., Crawford, W., & De Vleeschauwer, J. (2014). Summary writing in a Thai EFL university context: Students’ use of source texts. Journal of Second Language Writing, 34, 20-32.
Clark, T., Crawford, W., & Plonsky, L. (2013). Applying corpus linguistics to management research: The case of “professionalism.” International Journal of Business Research, 13(4), 65–78.
Taguchi, N., Crawford, W., & Wetzell, D. (2013). What Linguistic Features Are Indicative of Writing Quality? A Case of Argumentative Essays in a College Composition Program. TESOL Quarterly, 47 (2), 420-430.
Fitzsimmons-Doolan, S., Davis, J., Stoller, F., & Crawford, W. (2012). Extended non- fiction readers for EAP Programs. TESOL Journal, 3(1), 256–279.
Crawford, W. (2011). Grammatical analysis. In The Encyclopedia of Applied Linguistics. (C. Chapelle, Ed.). Wiley-Blackwell.
Crawford, W. (2008). The mandative subjunctive. In One language, two grammars? Differences between British and American English. (G. Rohdenburg & J. Schlüter, Eds.). Cambridge University Press.
Crawford, W. (2007). Time and place adverbs in L1 and L2 student writing: A corpus approach to frequency and function. In Exploring discourse through corpora (A. Ädel & R. Reppen, Eds.). John Benjamins.
Crawford, W. (2005). “Verb agreement and disagreement: A corpus investigation of existential there + be constructions.” Journal of English Linguistics, 33, 35–47.