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. and 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, Spring). 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. WLN: A Journal of Writing Center Scholarship 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.