• Chapelle, C. A. (2012). Computer assisted language teaching and testing. In M. Long and C. Doughty, (Eds), Handbook of second and foreign language teaching. Malden, MA: Blackwell Publishing.

  • Chapelle, C. A. (2007). Challenges in evaluation of innovation: Observations from technology research. Innovation in Language Learning and Teaching, 1(1), 30-45.

  • Chapelle, C. A. (2007). Technology and second language acquisition. In Markee, N. (Ed.), Annual review of applied linguistics, (pp. 1-17). Cambridge: Cambridge University Press.

  • Chapelle, C. A. (2007). Computer assisted language learning. In B. Spolsky and F. Hult, (Eds), Handbook of educational linguistics, (pp. 585-595). Malden, MA: Blackwell Publishing.

  • Chapelle, C. A. (2007). Learning through online communication: Findings and implications from second language research. In R. Andrews & C. Haythornthwaite, (Eds). Handbook of elearning research, (pp. 371-393). Thousand Oaks, CA: Sage.

  • Chapelle C. A., & Lui, H-M. (2007). Theory and research: Investigation of "authentic" CALL tasks. In Egbert, J., & Hanson-Smith, E. (Eds.). CALL Environments, 2nd Edition, (pp. 111-130). Alexandria, VA: TESOL Publications.

  • Chapelle, C. A. (2006). Autonomy meets individualization in CALL. Mélanges n° 28 (2006 - n° spécial : TIC et autonomie dans l'apprentissage des langues), (pp. 77-88). CRAPEL University of Nancy, France.

  • Chapelle, C.A. (2005). CALICO at center stage: Our emerging rights and responsibilities. CALICO Journal. 23 (1), 5-16.

  • Chapelle, C.A. (2005). CALL the Canadian Way. Canadian Modern Language Review/La revue canadienne des langues vivantes, 62(1), 207-219.

  • Chapelle, C.A. (2005). Interactionist SLA theory in CALL research. In J. Egbert and G. Petrie, (Eds.), Research perspectives on CALL, (pp. 53-64). Mahwah, NJ: Laurence Erlbaum Associates.

  • Jamieson, J., Chapelle, C.A., & Preiss, S. (2005). CALL Evaluation by developers, a teacher, and students, CALICO Journal, 23(1), 93-138.

  • Chapelle, C. A. (2005). Computer assisted language learning. In E. Hinkle (Ed.) Handbook of research in second language learning and teaching, (pp. 743-756). Laurence Erlbaum Associates.

  • Chapelle, C. A. (2004). Technology and language learning: Expanding methods and agendas. System, 23(4), 593-601.

  • Jamieson, J., Chapelle, C.A., & Preiss, S. (2004). Putting principles into practice. ReCALL Journal, 16(2), 396-415.

  • Chapelle, C. A., Compton, L., Kon, E., & Sauro, S. (2004). Theory, research & practice in CALL: Making the links. In L. Lomicka, & J. Cooke-Plagwitz (Eds.) Teaching with technology, (pp. 189-208). Boston: Heinle.

  • Chapelle, C. A., & Hegelheimer, V. (2003). The English Language Teacher in the 21st Century. In S. Fotos & C. Browne, (Eds.), New perspectives on CALL for second language classrooms, (pp. 297-313). Mahwah, NJ: Lawrence Erlbaum Associates.

  • Chapelle, C. A. (2002). Computer-assisted language learning. In R. Kaplan, (Ed.). Handbook of applied linguistics,(pp. 499-505). Oxford: Oxford University Press.
  • Chapelle, C. A. (2001). Innovative language learning: Achieving the vision. ReCALL, 13, 3-14.

  • Chapelle, C. A. (Ed.) (2000). TESOL Quarterly, Volume 34, Number 3. Special Topic Issue: TESOL in the 21st Century.
  • Hegelheimer, V., & Chapelle, C. A. (2000). Methodological issues in research on learner-computer interactions in CALL. Language Learning and Technology, 4(1), 41-59.

  • Chapelle, C. A. (2000). Communication, interaction, et apprentissage des langues secondes en ELAO. In Chanier, T., Duquette, L., et Laurier, M. (Eds.). (pp. 19-51). L'enseignement-apprentissage de la L2 dans des environments multimédias. Montréal: Les Éditions Logiques.
  • Chapelle, C. A. (2000). Is network-based learning CALL? In M. Warschauer & R. Kern (Eds.) Network-based language teaching: Concepts and Practice, (pp. 204-228). Cambridge: Cambridge University Press.
  • Chapelle, C. A. (1999). Investigation of Authentic L2 Tasks. In J. Egbert & E. Hanson-Smith (Eds.). Computer-enhanced language learning, (pp. 101-115). Alexandria, VA: TESOL Publications.
  • Chapelle, C. A. (1999). Research questions for a CALL research agenda: A reply to Rafael Salaberry. Language Learning and Technology, 3(1), 108-113.

  • Chapelle, C. A. (1998). Analysis of interaction sequences in computer-assisted language learning. (Research Issues). TESOL Quarterly, 32, 4,753-757.
  • Chapelle, C. A. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2 (1), 22-34.

  • Chapelle, C. A. (1997). CALL in the year 2000: Still in search of research agendas? Language Learning and Technology, 1 (1), 19-43.

  • Chapelle, C. (1996) CALL--English as a Second Language. Annual Review of Applied Linguistics, 1996, Issue on Technology and Language, 16, 139-157.
  • Chapelle, C., Jamieson, J., & Park, Y. (1996). Second language classroom research traditions: How does CALL fit? In M. Pennington, (Ed.), The power of CALL. Huston, TX: Athelstan.

  • Chapelle, C. A. (1995). A framework for the investigation of CALL as a context for SLA. CÆLL Journal, 6(3), 2-8.

  • Chapelle, C. (1994). CALL activities: Are they all the same? System, 22 (1), 33-45.
  • Chapelle, C. (1994). Theoretical bases for human-computer interaction research in CALL. CALICO '94 Conference Proceedings, (pp. 53-57) Durham, NC: CALICO.
  • Hsu, J., Chapelle, C., & Thompson, A. (1993). Exploratory learning environments: What are they and do students explore? Journal of Educational Computing Research, 9 (1), 1-15.
  • Chapelle, C., & Jamieson, J. (1991). Internal and external validity issues in research on CALL effectiveness. In P. Dunkel (Ed.), Computer-assisted language learning and testing - Research issues and practice, (pp. 37-59). NY: Harper & Row - Newbury House.
  • Chapelle, C. (1990). The discourse of computer-assisted language learning: Toward a context for descriptive research. TESOL Quarterly 24 (2), 199-225.
  • Chapelle, C., & Mizuno, S. (1989). Students' strategies with learner-controlled CALL. CALICO Journal 7 (2), 25-47.
  • Chapelle, C., & Jamieson, J. (1989). Research trends in computer-assisted language learning. In M. Pennington (Ed.), Teaching language with computers: The state of the art, (pp. 47-59). San Francisco: Athelstan Publishing.
  • Chapelle, C. (1989). Using intelligent computer-assisted language learning. Computers and the Humanities 23, 59-70.
  • Jamieson, J., & Chapelle, C. (1988). Using CALL effectively: What do we need to know about students? System 16, 151-162.
  • Jamieson, J., & Chapelle, C. (1987). Working styles on computers as evidence for second language learning strategies. Language Learning 37 (4), 523-544.
  • Chapelle, C., & Jamieson, J. (1986). Authoring systems for courseware development: What should beginners look for? CALICO Journal 3 (3), 14-19.
  • Chapelle, C., & Jamieson, J. (1986). Computer-assisted language learning as a predictor of success in acquiring English as a second language. TESOL Quarterly 20 (1), 27-46.
  • Chapelle, C., & Jamieson, J. (1984). Foreign language courseware on PLATO. In D. Wyatt, (Ed.), Computer-assisted language instruction, (pp. 13-20). London: Pergamon Press.
  • Chapelle, C., & Jamieson, J. (1983). Recognition of student input in computer-assisted language lessons. CALICO Journal, 1 (3), 7-9.
  • Chapelle, C., & Jamieson, J. (1981). ESL spelling errors. TESL Studies 4, 29-36.
  • Chapelle, C., & Jamieson, J. (1985). Intelligent computer-assisted language learning: What does it mean? Proceedings from the 1985 Rocky Mountain Regional Conference, (pp. 34-53).
  • Jamieson, J., & Chapelle, C. (1984). Prospects in CALL. California Occasional Papers, 10, 1-22.
  • Chapelle, C., & Jamieson, J. (1981). ESL on PLATO. Selected Papers from Mid West TESOL, 1, 93-98.