Authors Beginning With the Letter M

• Maatouk, Zeina

  • 2022 — Avec Payant, Caroline, “Collaborative Writing in a Third Language: How Writers Use and View Their Plurilingual Repertoire During Collaborative Writing Tasks”

• Macapinlac, Melanie

  • 2021 — Avec Farrell, Thomas S.C., “Professional Development Through Reflective Practice: A Framework for TESOL Teachers”

• MacLeod, Andrea A. N.

  • 2017 — Avec Meziane, Rabia Sabah, “L’acquisition de la phonologie en français langue seconde : le profil phonologique d’enfants allophones en maternelle”

• Maddah, Negin

  • 2019 — Avec Moeinpour, Leila, “Review of: Carrio-Pastor, M. L. (Ed.). (2016). Technology implementation in second language teaching and translation studies: New tools, new approaches. Singapore: Springer. pp. vi+258”
  • 2018 — Avec Nasiri, Mahdi et Razzaghi, Nasrin, “Review of: Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused intervention. New York, NY: Routledge.”

• Mady, Callie

  • 2019 — “L’usage de l’anglais dans une école de langue française en milieu minoritaire : un véritable enjeu ?”
  • 2018 — Avec Masson, Mimi, “Principals’ Beliefs About Language Learning and Inclusion of English Language Learners in Canadian Elementary French Immersion Programs”

• Maldina, Eleonora

  • 2019 — Avec Piccardo, Enrica et North, Brian, “Innovation and Reform in Course Planning, Teaching, and Assessment: The CEFR in Canada and Switzerland, A Comparative Study”

• Marshall, Steve

  • 2021 — Avec Moore, Danièle et Himeta, Mariko, “French-Medium Instruction in Anglophone Canadian Higher Education: The Plurilingual Complexity of Students and Their Instructors”

• Martyn, Elaine Ruth

  • 2018 — “Review of: Linares, A., & Morton, T. (Eds.). (2017). Applied linguistics perspectives on CLIL. Amsterdam, Netherlands: John Benjamins”

• Masson, Mimi

  • 2019 — Avec Arnott, Stephanie et Lapkin, Sharon, “Exploring Trends in 21st Century Canadian K-12 French as Second Language Research: A Research Synthesis”
  • 2018 — Avec Mady, Callie, “Principals’ Beliefs About Language Learning and Inclusion of English Language Learners in Canadian Elementary French Immersion Programs”

• Maynard, Catherine

  • 2022 — “Forces et limites d’un dispositif plurilingue pour soutenir l’apprentissage de l’orthographe grammaticale française par des élèves bi/plurilingues”

• McCollum, Robb Mark

  • 2020 — Avec Reed, Elena Tornar, “Developing a Badge System for a Community ESL Class Based on the Canadian Language Benchmarks”

• McDonough, Kim

  • 2021 — Avec Uludag, Pakize et Payant, Caroline, “Does Prewriting Planning Positively Impact English L2 Students' Integrated Writing Performance?”

• McGregor, Meredith

  • 2020 — “Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad”

• McLellan, Gillian

  • 2021 — Avec Kartchava, Eva et Rodgers, Michael, “Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers”

• McLeod, Melissa

  • 2023 — “English-Language Proficiency Requirements for Migration to Canada, Australia, the United Kingdom, and the United States, and the Implications for Language Testing Research”

• Messarra, Nasri

  • 2022 — Avec Halawi, Ayman et Hardane, Jarjoura, “La fréquence de l’alternance codique dans les groupes WhatsApp des étudiants libanais”

• Metcalfe, Robin

  • 2022 — Avec Zaidi, Rahat et Norton, Bonny, “Dual Language Books Go Digital: Storybooks Canada in French Immersion Schools and Homes”

• Meziane, Rabia Sabah

  • 2017 — Avec MacLeod, Andrea A. N., “L’acquisition de la phonologie en français langue seconde : le profil phonologique d’enfants allophones en maternelle”

• Michaud, Gabriel

  • 2023 — Avec Papin, Kevin, “Rétroaction corrective synchrone et écriture collaborative en ligne : perceptions d’enseignants de français langue seconde”
  • 2021 — “Review of Ellis, R., Skehan, P., Li, A., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press”

• Miller, Michol

  • 2021 — Avec Abdi Tabari, Mahmoud, “Unraveling the Effects of Task Sequencing on the Syntactic Complexity, Accuracy, Lexical Complexity, and Fluency of L2 Written Production”

• Moeinpour, Leila

  • 2019 — Avec Maddah, Negin, “Review of: Carrio-Pastor, M. L. (Ed.). (2016). Technology implementation in second language teaching and translation studies: New tools, new approaches. Singapore: Springer. pp. vi+258”

• Molokopeeva, Tatiana

  • 2021 — Avec Simard, Daphnee et Zhang, Yan Qing, “Production d'autoreformulations autoamorcées par des apprenants adultes du français et capacité de mémoire de travail”

• Monteiro, Sandra

  • 2020 — With Wang, Peiyu, Coetzee, Karen, Strachan, Andrea, and Cheng, Liying, “Examining Rater Performance on the CELBAN Speaking: A Many-Facets Rasch Measurement Analysis”

• Montero Perez, Maribel

  • 2021 — With Duong, Phuong-Thao, Desmet, Piet, and Peters, Elke, “Differential Effects of Input-based and Output-based Tasks on L2 Vocabulary Learning”

• Moore, Danièle

  • 2021 — Avec Marshall, Steve et Himeta, Mariko, “French-Medium Instruction in Anglophone Canadian Higher Education: The Plurilingual Complexity of Students and Their Instructors”

• Motamedynia, Masoud

  • 2022 — Avec Nasrollahi Shahri, Naseh, “Investigating the Lexical Demands of English-as-an-Additional-Language and General-Audience Podcasts and Their Potential for Incidental Vocabulary Learning”

• Mu, Yuxuan

  • 2024 — “Martyn, J. (2022). Discourses, identities and investment in foreign language learning. Multilingual Matters”