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E-Mail: polio@msu.edu

Phone: (517) 884-1502

Office: B251 Wells Hall

Ph.D., UCLA, Applied Linguistics; MS, University of Pennsylvania, TESOL; BA, University of Pennsylvania, Linguistics


Articles and chapters

Polio, C. (forthcoming). Writing and grammar development.  In Manchón, R.M. & Polio, C., (Eds.), Handbook of second language acquisition and writing. Routledge.

Kessler, M., Polio, C., Xu, C., & Hao, X. (in press). The Effects of Oral Discussion and Text Chat on L2 Chinese Writing.  Foreign Language Annals.

Polio, C. (in press). Can writing facilitate grammatical development? Advancing research agendas. In R.M. Manchón (Ed.), The language learning potential of L2 writing: Moving forward in theory and research. John Benjamins.

Polio, C. & Yoon, H.J. (in press). Exploring multi-word combinations as measures of linguistic accuracy in second language writing. In B. Le Bruyn & M. Paquot (Eds.), Learner corpora and second language acquisition research. Cambridge: Cambridge University Press.

Polio, C. & Lim, J. (2020). Revising a writing rubric based on raters’ comments: Does it result in more valid and reliable assessment? In M. Riazi, L. Shi, & K. Barkaoui (Eds.), Writing in a second language: Learning, teaching, and assessment: Studies in honor of Alister Cumming. Cambridge Scholars Press.

Lim, J. & Polio, C. (2020). A task-based needs analysis of multimodal writing for ESL learners in higher education. Journal of Second Language Writing.

Polio, C. & Kessler, M. (2019). Teaching L2 writing: Connecting SLA theory, research, and pedagogy. In N. Polat, P. MacIntyre, & T. Gregersen (Eds.), Research-driven pedagogy: Implications of L2A theory and research for the teaching of language skills. New York: Routledge.

Polio, C. (2019). Keeping the language in second language writing classes. Journal of Second Language Writing, 46.

Polio, C. & Lee, J.B. (2019). Experimental studies in second language classrooms. In J.W. Schwieter & A. Benati. The Cambridge handbook of language learning. Cambridge: Cambridge University Press.

Polio, C. (2019). Linking proficiency test scores to classroom instruction. In S. Gass & P. Winke (Eds.), Foreign language proficiency in higher education. Springer.

Polio, C. & Yoon, H.J. (2018). The reliability and validity of automated tools for examining variation in syntactic complexity across genres. International Journal of Applied Linguistics.

Polio, C. & Gass, S. (2017). Pre-service instructors’ performance in a language learning task: Altering interlocutor task orientation. In L. Gurzynski-Weiss (Ed.), Expanding Individual Difference Research in the Interaction Approach. Investigating learners, instructors, and other interlocutors. John Benjamins.

Tigchelaar, M. & Polio, C. (2017). Language-focused peer corrective feedback in second language writing. In H. Nassaji & E. Kartchava (Eds.). Corrective feedback in second language teaching and learning: An overview of inquiry and application. Routledge.

Polio, C. & Lee, J.B. (2017). Written language learning. In S. Loewen & M. Sato (Eds.). The Routledge handbook of instructed second language acquisition. Routledge.

Polio, C. (2017). Second language writing development: A research agenda. Language Teaching.

Yoon, H.J. & Polio, C. (2017). ESL students’ linguistic development in two written genres. TESOL Quarterly.

Polio, C. & Park, J.H. (2016). Language development in second language writing. In R. Manchón & P. Matsuda (Eds.), Handbook of L2 writing. New York: Routledge.

Lavolette, B., Polio, C., & Kahng, J. (2015). The accuracy of computer-assisted feedback and students’ responses to it. Language Learning and Technology.

Polio, C. & Shea, M. (2014). Another look at accuracy in second language writing development. Journal of Second Language Writing, 23, 10-27.

Connor-Linton, J. & Polio, C. (2014). Comparing perspectives on L2 writing: Multiple analyses of a common corpus: Introduction. Journal of Second Language Writing, 23, 1-9.

Gass, S. & Polio, C. (2014). Methodological Influences of Interlanguage (1972): Data then and data now. Han, Z.H. & Tarone, E. (Eds.), Interlanguage: 40 year later, pp. 147-142. Amsterdam/New York: John Benjamins.

Polio, C. (2012). The relevance of second language acquisition theory to the written error correction debate. Journal of Second Language Writing, 21, 375-389.

Polio, C. & Shi, L. (2012). Perceptions and beliefs about textual appropriation and source use in second language writing: Introduction. Journal of Second Language Writing, 21, 95-101.

Polio, C. (2012). Replication in published applied linguistics research: An historical perspective.  G. Porte, (Ed.), Replication in applied linguistics: A practical guide, pp. 47-91. Cambridge: Cambridge University Press.

/Polio, C. (2012). How to research second language writing. Gass, S. & Mackey, A., (Eds.) Second language research methods , pp. 139-157. New York: Routledge.

Polio, C. (2012). Second language writing.  Gass, S. & Mackey, A., (Eds.) Handbook of second language acquisition, pp. 319-334. New York: Routledge.

Mackey, A. & Polio, C. (Eds.) (2009). Multiple perspectives on interaction: Second language research in honor of Susan M. Gass. Taylor & Francis/Routledge.

Polio, C. & Zyzik, E. (2009). Don Quixote meets ser and estar: Multiple perspectives on language learning in Spanish literature classes. Modern Language Journal.

Polio, C. & Williams, J. (2009). Teaching and testing writing. In Long, M.H. & Doughty, C. (Eds.). The handbook of language teaching. Wiley-Blackwell.

Zyzik, E. & Polio, C. (2008). Incidental focus on form in university Spanish literature classes. Modern Language Journal.

Sachs, R. & Polio, C. (2007). Learners’ Uses of Two Types of Written Feedback on an L2 Writing Revision Task. Studies in Second Language Acquisition.

Polio, C. (2007). A history of input enhancement: Defining an evolving concept. In C. Gascoigne (Ed.). Assessing the impact of input enhancement in second languagedducation. Stillwater, OK: New Forums Press.

Polio, C., Gass, S. & Chapin, L. (2006). Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition, 28, 237-267.

Mackey, A., Polio, C. & McDonough, K. (2004). Teachers’ use of incidental focus on form techniques in L2 classrooms. Language Teaching Research.

Polio, C. (2003). Second language writing research: What we investigate and how. In B. Kroll (Ed.). Exploring second language writing. Cambridge: Cambridge University Presss.

Polio, C. (2001). Research methodology in second language writing: The case of text-based studies. T. Silva and P. Matsuda. (Eds.) On second language writing. (p. 91-116). Mahwah, NJ: Erlbaum.

Polio, C. & Wilson-Duffy, C. (1998). International students’ perspective on a North American MA TESOL practicum. TESOL Journal, 7, 24-29.

Polio, C. & Gass, S. (1998). The effect of interaction on the comprehension of nonnative speakers. Modern Language Journal, 82, 308-319.

Polio, C., Fleck, C. & Leder, N. (1998). “If I only had more time:” ESL learners’ changes in linguistic accuracy on essay revisions. Journal of Second Language Writing, 7, 43-68.

Polio, C. & Gass, S. (1997). Replication and reporting. Studies in Second Language Acquisition, 19, 499-508.

Polio, C. (1997). Measures of linguistic accuracy in second language writing research. Language Learning, 47, 101-143.

Polio, C. (1996). Issues and problems in reporting classroom research. Second Language Classroom Research: Issues and Opportunities. S. Gass and J. Schachter (Eds.). (p. 61-80) Hillsdale, NJ: Lawrence Erlbaum.

Polio, C. & Glew, M. (1996). ESL writing assessment tasks: How students choose. Journal of Second Language Writing, 5, 25-50.

Polio, C. (1995). Acquiring nothing?: The use of zero pronouns by nonnative speakers of Chinese and the implications for the acquisition of nominal reference. Studies in Second Language Acquisition, 17, 353-377.

Polio, C. (1994). Nonnative speakers’ use of nominal classifiers in Mandarin Chinese. Journal of the Chinese Language Teachers Association, 29, 51-66.

Polio, C. & Duff, P. (1994). Teachers’ language use in university foreign language classroom: A qualitative analysis of English and target language alternation. Modern Language Journal, 78, 313-326.

Duff, P. & Polio, C. (1990). How much foreign language is there in the foreign language classroom? Modern Language Journal, 74, 154-166.

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