McCallum, L. (Ed,). (2022). English language teaching: Policy and practice across the European Union. Springer.

McCallum, L., & Durrant, P. (2022). Shaping writing grades: Collocation and writing context effects (Elements in Corpus Linguistics). Cambridge University Press. doi:10.1017/9781009070461

Durrant, P., Brenchley, M., & McCallum, L. (2021). Understanding development and proficiency in writing: Quantitative corpus linguistics approaches. Cambridge University Press.

McCallum, L., & Coombe, C. (Eds,). (2020). The assessment of L2 written English across the MENA region: A synthesis of practice. Palgrave Macmillan.

Journal Articles

McCallum,L., & Coombe, C. (2022a). Introduction to the special issue in honour of Professor Glenn Fulcher. Language Teaching Research Quarterly, 29, 1-6.

McCallum, L., & Coombe, C. (2022b). An interview with Glenn Fulcher: Looking back and moving forward. Language Teaching Research Quarterly, 29, 1-5.

McCallum, L. (2021). The development of foundational and new literacies with digital tools Across the European Higher Education Area. Invited paper for Aula Abierta, University of Oviedo. Aula Abierta, 50(2), 615-624.

McCallum, L., & Coombe, C. (2021). Examining the cycle of assessing writing in MENA contexts: Trends, challenges, and best practice recommendations. European Journal of Applied Linguistics and TEFL, 10(1), 79-99.

McCallum, L. (2020). Relationships between measures of phraseological complexity and writing quality in a CEFR assessment context. The Arab Journal of Applied Linguistics, 5(1), 63-99.

McCallum, L. (2019). Modelling score variation in student writing with a big data system: Benefits, challenges, and ways forward.  Journal of Writing Analytics, 3, 286-311.

Durrant, P., Moxley, J., & McCallum, L. (2019). Vocabulary sophistication in first-year composition assignments. International Journal of Corpus Linguistics, 24(1), 31-64.

McCallum, L. (2016).  Taking the fear out of assessment.  IH Journal, 40, 29-31.

McCallum, L. (2016).  Exploring authorial presence through the use of first-person pronouns: Evidence from a Saudi University.  Arab World English Journal, 7(2), 118-135.

Book Chapters/Forewords

McCallum, L., & Curry, N. (forthcoming). Complexity, accuracy and fluency in writing. Invited chapter to appear in H. Mohebbi., Wang, Y. (Eds.), Insights into teaching and learning writing: A practical guide for early-career teachers. Series: Language Teaching Insights, Editors: Nunan, D., & Stockwell, D.  Castledown Publishing.

McCallum, L. (forthcoming). Exploring the value of CALL writing theories in bringing under-represented research contexts out of the darkness and into the light. To appear in D. Tafazoli., & M. Picard (Eds.), The handbook of CALL teacher education and professional development: Voices from under-represented contexts. Springer.

McCallum, L. (2022) Foreword. In O.Z. Barnawi., Alharbi, M.S., & Alzahrani, A (Eds,). English language assessment practices and transnationalism in the age of metrics. Routledge.

McCallum, L. (2022). English language teaching in the EU: An introduction. In L.McCallum (Ed,). English language teaching: Policy and practice across the European Union (pp. 3-10).Springer.

McCallum, L. (2022). How discourses shape teacher identity: Evidence from EFL teachers in Spain. In L. McCallum (Ed,). English language teaching: Policy and practice across the European Union (pp.107-127). Springer.

McCallum, L. (2022). Vocabulary, its development over time and writing quality in L2 Contexts. In C. Coombe., & H. Mohebbi. (Eds.), Research questions in language education and applied linguistics:  A reference guide (pp. 415-419). Springer.

McCallum, L., & Rauf, M. (2020). Learning what works in improving writing: A meta-analysis of writing improvement studies across Saudi Arabian universities. In L. McCallum, & C. Coombe (Eds,). The assessment of L2 written English across the MENA region: A synthesis of practice (pp. 393-427).  Palgrave Macmillan.

Rauf, M., & McCallum, L. (2020). Language assessment literacy: Task analysis in Saudi universities. In L. McCallum, L., & C. Coombe (Eds,). The assessment of L2 written English across the MENA region: A synthesis of practice (pp. 13-41).  Palgrave Macmillan.

McCallum, L. (2020). Traditional assessment and encouraging alternative assessment that promotes learning: Illustrations from EAP Tests. In S. Hidri. (Ed.), Perspectives on language assessment literacy: Challenges for improved student learning (pp.33-52). Routledge.

McCallum, L. (2019). Assessing second language proficiency under ‘unequal’ perspectives: A call for research in the MENA region. In S. Hidri. (Ed.), English language teaching in the Middle East and North Africa: Multiple perspectives (pp.3-27). Palgrave MacMillan.

McCallum, L. (2017). Exploring the value of corpora in validating and informing language proficiency assessments: directions and thoughts for the MENA region. In C. Coombe., P. Davidson., A. Gebril., & S. Hidri. (Eds.), Language assessment in the Middle East & North Africa (pp. 233-245). TESOL Arabia Publications.

Book Reviews

McCallum, L. (2021). U. Römer., V. Cortes., & E. Friginal. (Eds,). Advances in Corpus-based research on academic writing: Effects of discipline, register, and writer expertise.  Journal of English for Specific Purposes, 62, 43-45. Invited submission.

McCallum, L. (2020). Anthony, L. Introducing English for Specific Purposes. Register Studies, 2(2), 350-354. Invited submission.

McCallum, L. (2017). ESL Teaching: Principles for Success. The Journal of Language Teaching and Learning, 7(1), 139-141.

McCallum, L. (2017). The Cambridge Handbook of Learner Corpus Research. English Teaching in China, 8, 45-47.

McCallum, L. (2016).  Corpus Linguistics and Linguistically Annotated Corpora.  Arab World English Journal, 7(1), 521-524.