• Herzl-Betz, R., Moussu, L., Yabe, M., Agnihotri, S., Perdue, S. W., Ryan, H. (2023, June). Modeling Accessibility: Perspectives from the Accessibility Task Force. WLN: A Journal of Writing Center Scholarship 47(4), 3-14.
  • Moussu, L. (2022). The ultimate guide to poorly designed research projects. WLN: A Journal of Writing Center Scholarship 47(1), 4-11.
  • Moussu, L. and Sgaramella, S. (2022). Guided writing instruction group: Connecting L2 graduate writing proficiency to academic culture and language. In M. Allen, E. Ene, and K. McIntosh (Eds.), Building Internationalized Spaces: Second Language Perspectives on Developing Language and Cultural Exchange Programs in Higher Education (pp. 186-207). Michigan Press.
  • Moussu, L. and Grant, C. (2020). A collaborative approach to supporting L2 students with multimodal work in the composition classroom and the writing center. Journal of Response to Writing, (6)2.
  • Moussu, L. (2018). Shortcomings of NESTs and NNESTs. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1211-1217). Hoboken. NJ: Wiley/Blackwell Publishers.
  • Moussu, L. (2018). Strengths of NESTs and NNESTs. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1217-1223). Hoboken. NJ: Wiley/Blackwell Publishers.
  • Moussu, L. (2016). Student attitudes, teacher self-perceptions, and Intensive English Program administrator beliefs and practices towards native and nonnative ESL teachers: Implications for teacher education and professional development. Book chapter for Teacher Education and Professional Development in TESOL: Global Perspectives, edited by TIRF (TESOL’s International Research Foundation for English Language Education). Routledge, pp. 68-80.
  • Moussu, L. & David, N. (2015). Writing centers: Finding a center for ESL writers. Book chapter in ESL Readers and Writers in Higher Education: Understanding Challenges, Providing Support, edited by Norman Evans and Neil Anderson. Routledge.
  • Moussu, L. (2013). Let’s Talk! ESL students’ needs and writing centre philosophy. The TESL Canada Journal 30(2), 55-68.
  • Moussu, L. (2012). Writing center. Book chapter in R. Kubota & Y. Sun (Eds), Demystifying Career Paths after Graduate School: A Guide for Second Language Professionals in Higher Education. Information Age Publishing Press.
  • Moussu, L. (2012, February). Bridging gaps–An unusual writing center bringing unusual high school students to university. Writing Lab Newsletter 36(5-6), 7-10.
  • Moussu, L. (2010). Influence of teacher-contact time and other variables on ESL students attitudes towards native- and nonnative-English-speaking teachers. TESOL Quarterly, 44(4), 746-768.
  • Moussu, L. (2010). Toward a conversation between ESL teachers and Intensive English Program administrators. TESOL Journal, 1(4), 400-426.
  • Moussu, L. & Llurda, E. (2008). Non-native English-speaking ESL teachers: History and Research. Language Teaching, 41(3), 315-348.
  • Moussu, L. & Braine, G. (2006). The attitudes of ESL students towards nonnative English language teachers. TESL Reporter, 39, 33-47.
  • Moussu, L. (2005). In love and war: Nonnative English-speaking Composition teachers and university ESL students. INTESOL Journal, 2, 49-54.


  • Moussu, L. (2013). [Review of From form to meaning: Freshman Composition and the Long Sixties, 1957-1974, by David Fleming]. ESC: English Studies in Canada, 38(2).
  • Moussu, L. (2012, August). [Review of the edited book Sociocultural theory in Second Language Education: An introduction through narratives, by Merrill Swain, Penny Kinnear, and Linda Steinman]. Inkshed Newsletter, [online: blog/newsletter/august-2012-newsletter/beyond-the-zpd/].
  • Moussu, L. (2008). [Review of the edited book The politics of Second Language writing, by Paul Kei Matsuda, Christina Ortmeier-Hooper, and Xiaoye You]. English for Specific Purposes, 27, 118-121.
  • Moussu, L. (2006). [Review of the edited book Learning and teaching from experience: Perspectives on nonnative English-speaking professionals, by Lia D. Kamhi-Stein]. TESOL Quarterly, 40, 85-87.


  • Moussu, L. (2017, March). Long-­‐term effects of writing center tutoring sessions on student revisions. ATESL Newsletter (feature article).
  • Moussu, L. (2007). TESOL Association Caucuses. Essential Teacher (online), 4(1).
  • Moussu, L. (2006). Why did I become the Caucus’ Chair? NNEST Newsletter, 8, 1.
  • Moussu, L. (2006). Native and nonnative English-speaking English as Second Language teachers: Student attitudes, teacher self-perceptions, and Intensive English Program administrator beliefs and practices. Unpublished Doctoral Thesis, Purdue University, West Lafayette, IN (ERIC Document Reproduction Service No. ED492599).
  • Moussu, L. (2005, October). RESEARCH or research? NNEST Newsletter, 7, 2.
  • Moussu, L. (2003, Fall). Explaining English 106I. Tesolin’, 22, 1-8.
  • Moussu, L. (2002) English as a Second Language Students’ Reactions to Nonnative English-speaking Teachers. Master’s Thesis, Brigham Young University, Provo, UT (ERIC Document Reproduction Service No. ED468879).