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