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Hondo, J. (2015). Teaching of English grammar in context: The timing of form-focused intervention. In M. A. Christison, D. Christian, P. A. Duff, and N. Spada (Eds.) Teaching and learning English grammar: Research findings and future directions. New York: Routledge/Taylor & Francis.
Hondo, J. (2014). Synthesizing cognitive and social approaches in Second Language Acquisition. University of Pennsylvania Working Papers in Educational Linguistics, 29(2).
Dixon, E., & Hondo, J. (2013). Repurposing an OER for the Online Language Course: A Case Study of Deutsch Interaktiv by the Deutsche Welle. Computer Assisted Language Learning, 27(2), 109-121.
Hondo, J. (2012). Unveiling learners’ attention during language processing: The case of epistemic meanings of a modal verb. Language Awareness, 21(3), p. 249-265.
Hondo, J. (2011). The impact of timing in pedagogical interventions: Constructing knowledge in second and foreign languages. Köln, Germany: Lambert Academic Publishing.
Hondo, J. (2008). Converting Learners’ Thinking into Quantitative Data. British Association of Applied Linguistics(BAAL) Conference Proceedings.
Hondo, J. (2007). Before or During? The impact of timing in form-focused intervention. BAAL Conference Proceedings.
Hondo, J., & Goodman, B. (2001). Cross-cultural Varieties of Politeness Features. Texas Papers in Foreign Language Education, University of Austin Press.