Charlene Polio
Biographic Data
| ID | 4625586 |
|---|---|
| NAME | Charlene Polio |
| GIVEN NAMES | Charlene |
| FAMILY NAME | Polio |
| SIGNATURE | POLIO C |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0003-2319-7478 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Gass, Susan M.
Susan M. Gass (1943– ), born in Boston, Massachusetts, is a university distinguished professor in the department of linguistics, and Germanic, Slavic, Asian, and African languages at Michigan State University in East Lansing, Michigan.
Citations in post-methods sections of quantitative and qualitative research articles in second language learning: A corpus-based study
The role of theory in structuring literature reviews in qualitative and quantitative research articles
Understanding text-based studies of linguistic development through goals for academic writing
Numerous studies of written language development have shown minimal improvement over the course of an instructional period, yet these solely text-based studies offer little explanation for the lack of changes in writers’ language because little is reported about the classroom and the participants. The purpose of this study is to use goal theory to better understand students’ instructional contexts and their writing behaviors as they relate to tex…
Multimodal assignments in higher education: Implications for multimodal writing tasks for L2 writers
The effects of oral discussion and text chat on L2 Chinese writing
Numerous studies have investigated the effects of prewriting tasks on writing quality and language (e.g., individual vs. collaborative planning, text‐chat vs. face‐to‐face [FTF] discussion, etc.). Recent meta‐analyses have found a small advantage for text chat on writing, but no studies involved logographic languages, for which character learning may limit and tax language production. In this study we explore this issue, as university learners of…
The reliability and validity of automated tools for examining variation in syntactic complexity across genres
This study investigates two automated systems, the L2 syntactic complexity analyzer (SCA) and Coh‐Metrix, for their analysis of English syntactic complexity as a way to capture variation across two genres. The purpose of the paper is to partially replicate previous studies that have found complexity differences between narrative and argumentative essays while also evaluating two automated tools that can be used for analysing variation in other co…
Second language writing development: A research agenda
In 1998, Wolfe-Quintero, Inagaki & Kim published a monograph describing measures used in assessing writing development. Despite more recent research on linguistic development (e.g., Bulté & Housen 2012; Verspoor, Schmid & Xu 2012; Connor-Linton & Polio 2014), the volume is still a valuable resource and good starting point for anyone wanting to select measures of fluency, accuracy, and complexity for second language (L2) writing research. The volu…
The Linguistic Development of Students of English as a Second Language in Two Written Genres
This study examined narrative and argumentative essays written over the course of a 4-month semester by 37 students of English as a second language (ESL). The essays were analyzed for development over time and for genre differences. The goal of the study was to conceptually replicate previous studies on genre differences (e.g., Lu, 2011) and on short-term linguistic development in the areas of syntactic complexity, accuracy, lexical complexity, a…
An investigation into current measures of linguistic accuracy in second language writing research
Measuring the Effectiveness of Second Language Instruction in Research
An evaluation of second language instruction often includes some of type of measurement of its effectiveness.
Measures of Linguistic Accuracy in Second Language Writing Research
Because a literature review revealed that the descriptions of measures of linguistic accuracy in research on second language writing are often inadequate and their reliabilities often not reported, I completed an empirical study comparing 3 measures. The study used a holistic scale, error-free T-units, and an error classification system on the essays of English as a second language (ESL) students. I present detailed discussion of how each measure…
The Linguistic Development of Students of English as a Second Language in Two Written Genres
This study examined narrative and argumentative essays written over the course of a 4-month semester by 37 students of English as a second language (ESL). The essays were analyzed for development over time and for genre differences. The goal of the study was to conceptually replicate previous studies on genre differences (e.g., Lu, 2011) and on short-term linguistic development in the areas of syntactic complexity, accuracy, lexical complexity, a…
Measures of Linguistic Accuracy in Second Language Writing Research
Because a literature review revealed that the descriptions of measures of linguistic accuracy in research on second language writing are often inadequate and their reliabilities often not reported, I completed an empirical study comparing 3 measures. The study used a holistic scale, error-free T-units, and an error classification system on the essays of English as a second language (ESL) students. I present detailed discussion of how each measure…
The effects of oral discussion and text chat on L2 Chinese writing
Numerous studies have investigated the effects of prewriting tasks on writing quality and language (e.g., individual vs. collaborative planning, text‐chat vs. face‐to‐face [FTF] discussion, etc.). Recent meta‐analyses have found a small advantage for text chat on writing, but no studies involved logographic languages, for which character learning may limit and tax language production. In this study we explore this issue, as university learners of…
The reliability and validity of automated tools for examining variation in syntactic complexity across genres
This study investigates two automated systems, the L2 syntactic complexity analyzer (SCA) and Coh‐Metrix, for their analysis of English syntactic complexity as a way to capture variation across two genres. The purpose of the paper is to partially replicate previous studies that have found complexity differences between narrative and argumentative essays while also evaluating two automated tools that can be used for analysing variation in other co…
Second language writing development: A research agenda
In 1998, Wolfe-Quintero, Inagaki & Kim published a monograph describing measures used in assessing writing development. Despite more recent research on linguistic development (e.g., Bulté & Housen 2012; Verspoor, Schmid & Xu 2012; Connor-Linton & Polio 2014), the volume is still a valuable resource and good starting point for anyone wanting to select measures of fluency, accuracy, and complexity for second language (L2) writing research. The volu…
Measures of Linguistic Accuracy in Second Language Writing Research
Because a literature review revealed that the descriptions of measures of linguistic accuracy in research on second language writing are often inadequate and their reliabilities often not reported, I completed an empirical study comparing 3 measures. The study used a holistic scale, error-free T-units, and an error classification system on the essays of English as a second language (ESL) students. I present detailed discussion of how each measure…
Measuring the Effectiveness of Second Language Instruction in Research
An evaluation of second language instruction often includes some of type of measurement of its effectiveness.
An investigation into current measures of linguistic accuracy in second language writing research
Second language writing development: A research agenda
In 1998, Wolfe-Quintero, Inagaki & Kim published a monograph describing measures used in assessing writing development. Despite more recent research on linguistic development (e.g., Bulté & Housen 2012; Verspoor, Schmid & Xu 2012; Connor-Linton & Polio 2014), the volume is still a valuable resource and good starting point for anyone wanting to select measures of fluency, accuracy, and complexity for second language (L2) writing research. The volu…
The Linguistic Development of Students of English as a Second Language in Two Written Genres
This study examined narrative and argumentative essays written over the course of a 4-month semester by 37 students of English as a second language (ESL). The essays were analyzed for development over time and for genre differences. The goal of the study was to conceptually replicate previous studies on genre differences (e.g., Lu, 2011) and on short-term linguistic development in the areas of syntactic complexity, accuracy, lexical complexity, a…
The reliability and validity of automated tools for examining variation in syntactic complexity across genres
This study investigates two automated systems, the L2 syntactic complexity analyzer (SCA) and Coh‐Metrix, for their analysis of English syntactic complexity as a way to capture variation across two genres. The purpose of the paper is to partially replicate previous studies that have found complexity differences between narrative and argumentative essays while also evaluating two automated tools that can be used for analysing variation in other co…
Multimodal assignments in higher education: Implications for multimodal writing tasks for L2 writers
The effects of oral discussion and text chat on L2 Chinese writing
Numerous studies have investigated the effects of prewriting tasks on writing quality and language (e.g., individual vs. collaborative planning, text‐chat vs. face‐to‐face [FTF] discussion, etc.). Recent meta‐analyses have found a small advantage for text chat on writing, but no studies involved logographic languages, for which character learning may limit and tax language production. In this study we explore this issue, as university learners of…
Understanding text-based studies of linguistic development through goals for academic writing
Numerous studies of written language development have shown minimal improvement over the course of an instructional period, yet these solely text-based studies offer little explanation for the lack of changes in writers’ language because little is reported about the classroom and the participants. The purpose of this study is to use goal theory to better understand students’ instructional contexts and their writing behaviors as they relate to tex…
The role of theory in structuring literature reviews in qualitative and quantitative research articles
Citations in post-methods sections of quantitative and qualitative research articles in second language learning: A corpus-based study
Gass, Susan M.
Susan M. Gass (1943– ), born in Boston, Massachusetts, is a university distinguished professor in the department of linguistics, and Germanic, Slavic, Asian, and African languages at Michigan State University in East Lansing, Michigan.
Computer Science (11 works) · Linguistics (11 works) · Discourse Analysis in Language Studies (10 works) · EFL/ESL Teaching and Learning (9 works) · Psychology (9 works) · Second Language Acquisition and Learning (8 works) · Mathematics education (5 works) · Second language (5 works) · Natural language processing (4 works) · Second language writing (4 works)