Charlene Polio
List of John Benjamins publications for which Charlene Polio plays a role.
2023 Afterword Research Methods in the Study of L2 Writing Processes, Manchón, Rosa M. and Julio Roca de Larios (eds.), pp. 364–381 | Chapter
In this afterword, I summarize the strengths and challenges of different research methods used to study second language writing processes with reference to the various chapters in the volume. This is followed by a discussion of considerations researchers have to make when choosing a method. Next,… read more
2023 From sci-fi to the classroom: Implications of AI in task-based writing TASK 3:2, pp. 243–272 | Article
With the release of ChatGPT, the use of AI in language teaching has become an issue that we cannot ignore. In this commentary, we argue that AI tools, including ChatGPT, are now among the digital resources available to students and teachers. We therefore need to be aware of the challenges and… read more
2022 Chapter 13. Writing: Researching L2 writing as a site for learning in instructed settings Instructed Second Language Acquisition Research Methods, Gurzynski-Weiss, Laura and YouJin Kim (eds.), pp. 305–328 | Chapter
This chapter first provides a brief overview of the current state of L2 writing research conducted in or relevant for L2 learning programs in three areas: (1) L2 learning processes and outcomes associated with instructional interventions via the manipulation of tasks; (2) L2 learning processes… read more
2020 Chapter 16. Can writing facilitate the development of grammatical competence? Advancing research agendas Writing and Language Learning: Advancing research agendas, Manchón, Rosa M. (ed.), pp. 381–402 | Chapter
Although the act of writing should, theoretically, facilitate grammatical development for second language learners even more so than speaking, most of the empirical research only indirectly supports this view, and some research even contradicts it. In this chapter, I first discuss theoretical… read more
2017 Chapter 12. Preservice instructors’ performance on a language learning task: Altering interlocutor task orientation Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors, Gurzynski-Weiss, Laura (ed.), pp. 281–302 | Chapter
Previous research has shown that preservice instructors focus less on language while completing dyadic language learning tasks (Polio, Gass, & Chapin, 2006) and give less feedback than experienced instructors in a classroom setting (Mackey, Polio, & McDonough, 2004). Although most language… read more
2014 Chapter 7. Methodological influences of “Interlanguage” (1972): Data then and data now Interlanguage: Forty years later, Han, ZhaoHong and Elaine Tarone (eds.), pp. 147–172 | Chapter
This chapter examines the impact of Selinker’s claim that certain data were inappropriate for SLA research: grammaticality judgments and nonsense syllables. The field has gradually come to understand SLA through multiple data types, so that the current view is that data are not appropriate or… read more