Selected Publications

Articles in refereed journals​

• Lira-Gonzales, M. L., & Durand, C. (2025). Rétroaction corrective en français langue seconde et engagement des adolescents immigrants: Une étude de cas multiples. La Revue de l'AQEFLS, 38(1). https://doi.org/10.7202/1122990ar 

• Lira-Gonzales, M.-L., & Valeo, A. (2025). Written corrective feedback and learner engagement: A case study of a French as a second language program. Journal of Response to Writing. https://depositum.uqat.ca/id/eprint/1438 

• Lira-Gonzales, M.-L., & Nassaji, H. (2025). The differential effects of focused and comprehensive corrective feedback on accuracy of revision and new writing. Canadian Modern Language Review. DOI:10.3138/cmlr.2021-0061

• Lira-Gonzales, M.-L., Nassaji, H., & Chao Chao, K.-W. (2024). The differential effect of individual and collaborative processing of written corrective feedback on French as a foreign language learners' engagement. Canadian Journal of Applied Linguistics. https://doi.org/10.37213/cjal.2025.34395

• Lira-Gonzales, M.-L., Nassaji, H., DeTejeda, M. L., Vasquez, D., & Saenz, K. (2024). The differential effect of oral and written corrective feedback on learners' explicit versus implicit knowledge. Language Teaching Research. https://doi.org/10.1177/13621688241248440

• Lira-Gonzales, M.-L., Nassaji, H., & Chao Chao, K.-W. (2024). Les facteurs influençant la profondeur de traitement de la rétroaction corrective écrite des apprenants de français langue étrangère. La Revue de l'AQEFLS. https://doi.org/10.7202/1111723ar

• Lira-Gonzales, M.-L., & Valeo, A. (2023). Written corrective feedback and learner engagement: A case study of a French as a second language program. Journal of Response to Writing. https://scholarsarchive.byu.edu/journalrw/vol9/iss1/2/

• Chao Chao, K.-W., Lira-Gonzales, M.-L., & David, J. (2023). Technologies in English as a second/foreign language writing classes. Folios. https://doi.org/10.17227/folios.58-16435

• Lira-Gonzales, M.-L., & Nassaji, H. (2023). The differential effects of focused and comprehensive corrective feedback on accuracy of revision and new writing. The Canadian Modern Language Review. https://doi.org/10.3138/cmlr.2021-0061

• Lira-Gonzales, M.-L., & Grégoire, P. (2022). Technologies in second-language classes: Knowledge synthesis of digital writing skills acquisition. Foreign language learning in the digital age: Theory and pedagogy for developing literacies. https://doi.org/10.4324/9781003032083-16

• Lira-Gonzales, M.-L. (2022). L'utilisation d'un groupe fermé sur Facebook pour l'écriture argumentative en anglais, langue seconde. Autoévaluation en formation à distance. https://www.puq.ca/catalogue/themes/autoevaluation-formation-distance-4131.html

• Lira-Gonzales, M.-L., Nassaji, H., & Chao Chao, K.-W. (2021). Student engagement with teacher written corrective feedback in a French as a foreign language classroom. Journal of Response to Writing, 7(2). https://scholarsarchive.byu.edu/journalrw/vol7/iss2/3/

• Lira-Gonzales, M.-L., Valeo, A., & Barkaoui, K. (2021). Teachers' beliefs and practice about written corrective feedback: A case study in a French as a foreign language program. Language Teaching Research Quarterly.

• Lira-Gonzales, M.-L., Nassaji, H., & Chao Chao, K.-W. (2021). L'impact de la rétroaction par les pairs entraînés au moyen d'un blogue pour améliorer l'écriture en français langue seconde (FLS). Formation et profession. https://doi.org/10.32038/ltrq.2021.25.02

• Lira-Gonzales, M.-L., & Nassaji, H. (2020). The amount and usefulness of different written corrective feedback types across different learners and contexts. TESL Canada Journal (Special issue on corrective feedback). https://doi.org/10.18806/tesl.v37i2.1333

• Lira-Gonzales, M.-L., & Nassaji, H. (2020). The differential effects of focused and comprehensive corrective feedback on accuracy of revision and new writing. Manuscript submitted for publication. https://doi.org/10.3138/cmlr.2021-0061

• Lira-Gonzales, M.-L., Nassaji, H., & Chao Chao, K.-W. (2020). L'impact de la rétroaction par les pairs au moyen d'un blogue et la rétroaction par les pairs entraînés sur la précision et la qualité de l'écriture en français langue seconde. https://doi.org/10.18162/fp.2021.602

• Lira-Gonzales, M.-L., Nassaji, H., & Chao Chao, K.-W. (2020). Learner engagement with WCF in a French as a foreign language university classroom. https://files.eric.ed.gov/fulltext/EJ1468692.pdf

• Lira-Gonzales, M.-L., Valeo, A., & Barkaoui, K. (2020). Teachers' beliefs and practice about written corrective feedback: A case study in a French as a foreign language program. Manuscript submitted for publication. https://eric.ed.gov/?id=EJ1325968

• Lira-Gonzales, M.-L., & Nassaji, H. (2019). Technology-mediated feedback and instruction. ITL – International Journal of Applied Linguistics. https://doi.org/10.1075/itl.170.2

• Lira-Gonzales, M. L., Tejeda, M., Tolentino, K., & Vasquez, D. (2018). EFL teachers' corrective feedback and students' revision in a Peruvian university: A descriptive study. International Journal of Foreign Language Teaching & Research, 6(23), 11–22. http://jfl.iaun.ac.ir/article_60809.html

Book Chapters

• Lira-Gonzales, M. L., & Grégoire, P. (2022). Technologies in second language classes: Knowledge synthesis of digital writing skills acquisition. In C. Lütge & M. Stannard (Eds.), Foreign language learning in the digital age: Theory and pedagogy for developing literacies (pp. [XX–XX]). Routledge.

• Lira-Gonzales, M. L., & Nassaji, H. (2019). The provision and efficacy of peer feedback in blogs versus paper-based writing. ITL – International Journal of Applied Linguistics, [170(2)], 228–250. https://www.jbe-platform.com/content/journals/10.1075/itl.19011.lir

Research Reports

• Grégoire, P., & Lira-Gonzales, M. L. (2017). Les technologies en classe de langue première et seconde. Synthèse des connaissances sur l'apprentissage de l'écriture informatisée. Université du Québec en Abitibi-Témiscamingue. https://pascalgregoire.wordpress.com/wp-content/uploads/2017/09/rapport_crsh_grc3a9goire_liragonzales_vf.pdf

Magazine Entries

• Lira-Gonzales, M.-L. (2026). L'intelligence artificielle en classe de langue seconde : Comment trouver le bon équilibre pour soutenir l'écriture des jeunes élèves? Centre de recherche interuniversitaire sur la formation et la profession enseignante.

• Lira-Gonzales, M.-L., & Chao Chao, K.-W. (2023). Donner de la rétroaction corrective en classe de langue seconde. Vivre le primaire. https://www.aqep.org/fr/revues-bibliotheque-archives/volume-36-numero-2

• Lira-Gonzales, M.-L., & Chao Chao, K.-W. (2020). ¿Existe la mejor manera de corregir a nuestros estudiantes? Repositorio Kérwá of the University of Costa Rica. http://www.kerwa.ucr.ac.cr/handle/10669/81488

• Lira-Gonzales, M. L. (2018). To correct or not correct? That is not the question. TESL Ontario Contact Magazine. http://contact.teslontario.org/category/assessment/

• Lira-Gonzales, M. L. (2018). La rétroaction corrective : Une perte de temps et d'énergie? Vivre le primaire, 31(1).

• Lira-Gonzales, M. L. (2014). L'anglais intensif au Québec : Entre l'ombre et la lumière. Vivre le primaire, 27(3), 18–19.