Moussu, L. & Grant, C. (in press). A collaborative approach to supporting students with multimodal work in the composition classroom and the writing centre. Journal of Response to Writing.
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. https://doi.org/10.1002/9781118784235.eelt0044
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. https://doi.org/10.1002/9781118784235.eelt0813
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: http://www.inkshed.ca/ 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).