Abrahamsson, N., et Hyltenstam, K. (2009). Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny. Language Learning, 59, 249–306. https://doi-org.lib-ezproxy.concordia.ca/10.1111/j.1467-9922.2009.00507.x 
Amireault, V. (2020) Integration Process and Identity Redefinition of Chinese Adult Learners of French as a Second Language in Quebec. Journal of Language, Identity et Education, 19(6), 365-378. https://doi.org/10.1080/15348458.2019.1676159
Amireault, V., et Lussier, D. (2008). Représentations culturelles, expériences d’apprentissage du français et motivations des immigrants adultes en lien avec leur intégration à la société québécoise : étude exploratoire. Office québécois de la langue française. https://www.oqlf.gouv.qc.ca/ressources/sociolinguistique/note_recherche/langues_societes_numero45.pdf
Alghazo, S. (2021). Pronunciation learning strategies used by EFL university students: A classroom-based investigation. Dans M. Pawlak (dir.), Investigating Individual Learner Differences in Second Language Learning (p. 151-171). Springer. https://doi.org/10.1007/978-3-030-75726-7 
Beaulieu, S., French, L. M., Bejarano, J., et Reinke, K. (2021). Cours de français langue seconde pour personnes immigrantes à Québec : portrait des habiletés orales en fin de parcours. Canadian Journal of Applied Linguistics, 24(3), 1-29. https://doi.org/10.37213/cjal.2021.31120
Beaud, J.-P. (2009). L’échantillonnage. Dans B. Gauthier (Dir.), Recherche sociale : de la problématique à la collecte de données (5e éd., p. 337-360). https://canadacommons-ca.lib-ezproxy.concordia.ca/artifacts/1882889/recherche-sociale/2632110/
Bione, T., et Cardoso, W. (2020). Synthetic voices in the foreign language context. Language Learning et Technology, 24(1), 169-186. http://hdl.handle.net/10125/44715
Bouffard, P. (2015). French language education policy for adult immigrants in Quebec. Dans Adult Language Education and Migration (p. 49-65). Routledge. https://doi.org/10.4324/9781315718361-4
Braddell, A. et Miller, L. (2017). Supporting migrants in low‐paid, lowskilled employment in London to improve their English. Dans J. Beacco, H. Krumm, D. Little et P. Thalgott (dir.), The Linguistic Integration of Adult Migrants/L’intégration linguistique des migrants adultes (p. 309-314). De Gruyter Mouton. https://doi.org/10.1515/9783110477498-042
Breitkreutz, J., Derwing, T. M., et Rossiter, M. J. (2001). Pronunciation Teaching Practices in Canada. TESL Canada Journal, 19(1), 51–61. https://doi-org.lib-ezproxy.concordia.ca/10.18806/tesl.v19i1.919
Briet, G. (2014). Développer l’ego phonétique par une didactique de l’émotionnel. Le Langage et l’Homme, 49(1), 25. http ://hdl.handle.net/2078.1/159522
Burns, A., et Roberts, C. (2010). Migration and adult language learning: Global flows and local transpositions. Tesol Quarterly, 44(3), 409-419. http://www.jstor.org/stable/27896739
Cardoso, W. (2022). Technology for speaking development. Dans T.M. Derwing, M.J. Munro et R.I. Thomson (dir.), The Routledge Handbook of Second Language Acquisition and Speaking (1re éd., p. 299-313). Routledge. https://doi-org.lib-ezproxy.concordia.ca/10.4324/9781003022497
Carrier-Giasson, N. (2017). Les services d’enseignement du français langue seconde et leur contribution à l’intégration de personnes immigrantes allophones adultes à Saguenay. [Mémoire de maitrise, Université du Québec à Chicoutimi]. Constellation. https://constellation.uqac.ca/4134/1/CarrierGiasson_uqac_0862N_10300.pdf
Celce-Murcia, M., Brinton, D., et Goodwin, J. (2010). Teaching pronunciation: Reference for teachers of English to speakers of other languages. Cambridge University Press.
Centre collégial de développement de matériel didactique. (2022). L'Échelle des niveaux de compétence en langue seconde. https://tpls.ca/info/echelle.php 
Champagne-Muzar, C., Schneiderman, E. J., et Bourdages, J. S. (1993). Second language accent: The role of the pedagogical environment. IRAL: International Review of Applied Linguistics in Language Teaching, 31(2), 143.
Couper, G. (2021). Pronunciation Teaching Issues: Answering Teachers’ Questions. RELC Journal, 52(1), 128–143. https://doi-org.lib-ezproxy.concordia.ca/10.1177/0033688220964041
Cournoyer-Cyr, V. (2021, 19 janvier). Faire face aux migrations climatiques. Le Devoir. https://www.ledevoir.com/opinion/idees/593522/faire-face-aux-migrations-climatiques
Creswell, J. W., et Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Creswell, J. W., et Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2e éd.). SAGE Publications.
Cyrulnik, B., Bustany, P., Oughourlian, J. M., André, C., Janssen, T., et Van Eersel, P. (2012). Votre cerveau n'a pas fini de vous étonner : entretiens avec Patrice Van Eersel. Albin Michel.
Darcy, I. (2018). Powerful and effective pronunciation instruction: How can we achieve it? CATESOL Journal, 30(1), 13-45. http://www.catesoljournal.org/wp-content/uploads/2018/03/CJ30.1_darcy.pdf
Darcy, I., et Rocca, B. (2023). Comprehensibility improvements in integrated pronunciation instruction: a comparison of instructional methods and task effects. Journal of Second Language Pronunciation, https://doi.org/10.1075/jslp.21035.dar 
Darcy, I., Rocca, B., et Hancock, Z. (2021). A Window into the Classroom: How Teachers Integrate Pronunciation Instruction. RELC Journal, 52(1), 110–127. https://doi.org/10.1177/0033688220964269
DeKeyser, R. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22(4), 499-533. https://doi.org/10.1017/S0272263100004022
DeKeyser, R. (2012). Age effects in second language learning. Dans S. M. Gass & A. Mackey (dir.) The routledge handbook of second language acquisition (1re éd., p.442-460). Routledge.
DeKeyser, R. (2018). The critical period hypothesis: A diamond in the rough. Bilingualism: Language and Cognition, 21(5), 915-916. https://doi.org/10.1017/S1366728918000147
Derwing, T. M., et Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379-397. https://doi.org/10.2307/3588486
Derwing, T. M., et Munro, M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42(4), 476-490. https://doi.org/10.1017/S026144480800551X
Derwing, T. M., et Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research (Vol. 42). John Benjamins Publishing Company.
Derwing, T. M., Munro, M. J., et Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48(3), 393-410. https://doi-org/10.1111/0023-8333.00047
Derwing, T. M., et Rossiter, M. J. (2002). ESL learners' perceptions of their pronunciation needs and strategies. System, 30(2), 155-166. https://doi.org/10.1016/S0346-251X(02)00012-X
Eckstein, G. T. (2007). A correlation of pronunciation learning strategies with spontaneous English pronunciation of adult ESL learners. [Mémoire de maîtrise, Brigham Young University]. BYU. https://scholarsarchive.byu.edu/etd/973
Everly, P. (2019). Expanding pronunciation instructional time beyond the classroom: Microsoft Office 2016 OneNote Class Notebook as an interactive delivery platform. TESOL Journal, 10(2). https://doi.org/10.1002/tesj.421
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5e édition). Sage Publications.
Fillion, G. (2022, 12 mai). Le Québec accueillera un record de plus de 100 000 immigrants en 2022. Société Radio-Canada. https://ici.radio-canada.ca/nouvelle/1882723/record-100-000-immigrants-quebec-2022-gerald-fillion-immigration
Flege, J. E., Munro, M. J., et MacKay, I. R. (1995). Factors affecting strength of perceived foreign accent in a second language. The Journal of the Acoustical Society of America, 97(5), 3125-3134. https://doi.org/10.1121/1.413041
Flege, J. E., Yeni-Komshian, G. H., et Liu, S. (1999). Age constraints on second-language acquisition. Journal of Memory and Language, 41(1), 78-104. http://doi.org/10.1006/jmla.1999.2638
Foote, J. A., et McDonough, K. (2017). Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3(1), 34-56. https://doi.org/10.1075/jslp.3.1.02foo
Fortunati, L. (2023). The smartphone between the present and the future: five changes. Mobile Media et Communication, 11(1), 19-24. https://doi.org/10.1177/20501579221131223
Gagnon, C., et Dion, J. (2018). La francisation et l'intégration professionnelle des personnes immigrantes. Conseil supérieur de la langue française. https://numerique.banq.qc.ca/patrimoine/details/52327/3444424
Godfrey-Smith, L. A. (2015). Reconciling language anxiety and the ‘Montréal switch’: An autoethnography of learning French in Montréal and negotiating my Canadian identity through language. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 6(2), 9-15. https://cjc-rcc.ucalgary.ca/index.php/cjnse/article/view/30675
Gordon, J. et Darcy, I. (2016). The development of comprehensible speech in L2 learners: A classroom study on the effects of short-term pronunciation instruction. Journal of Second Language Pronunciation 2(1), 56-92. https://doi.org/10.1075/jslp.2.1.03gor
Gouvernement du Québec (2011a). Échelle québécoise des niveaux de compétence en français des personnes immigrantes adultes. https://cdn-contenu.quebec.ca/cdn-contenu/francisation/MIFI/referentiel/NM_echelle_niveaux_competences.pdf
Gouvernement du Québec (2011b). Programme-cadre de français pour les personnes immigrantes adultes au Québec. https://www.immigration-quebec.gouv.qc.ca/publications/fr/langue-francaise/Programme-cadre-francais.pdf
Grover, K. S., Miller, M. T., Swearingen, B., et Wood, N. (2014). An examination of the self-directed learning practices of ESL adult language learners. Journal of Adult Education, 43(2), 12-19. https://eric.ed.gov/?id=EJ1047345
Grünhage-Monetti, M. et Svet, A. (2017). “The fight against exclusion from the labour market begins … in the workplace”: Work-related second language development towards inclusion and participation. Dans J. Beacco, H. Krumm, D. Little, et P. Thalgott (dir.), L’intégration linguistique des migrants adultes : Les enseignements de la recherche (p. 315-320). De Gruyter Mouton. https://doi.org/10.1515/9783110477498-043
Hancock, M. (1994). On using the phonemic script in language teaching. Hancock McDonald. http://hancockmcdonald.com/sites/hancockmcdonald.com/files/file-downloads/On%20Using%20the%20Phonemic%20Script%20in%20Language%20Teaching.pdf
Handley, K., Price, M., et Millar, J. (2011). Beyond ‘doing time’: investigating the concept of student engagement with feedback. Oxford Review of Education, 37(4), 543-560. https://doi.org/10.1080/03054985.2011.604951
Holec, H. (1981). Autonomy in Foreign Language Learning. Pergamon.
Inceoglu, S. (2021) Exploring the relationship between explicit instruction, pronunciation awareness, and the development of L2 French connected speech processes. Language Awareness, 30(4), 336-354. https://doi.org/10.1080/09658416.2021.1881527
Iwashita, N., Brown, A., McNamara, T., et O’Hagan, S. (2008). Assessed levels of second language speaking proficiency: How distinct? Applied linguistics, 29(1), 24-49. https://doi.org/10.1093/applin/amm017
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied linguistics, 23(1), 83-103. https://doi-org.lib-ezproxy.concordia.ca/10.1093/applin/23.1.83
Kennedy, S., Blanchet, J., et Trofimovich, P. (2014). Learner pronunciation, awareness, and instruction in French as a second language. Foreign Language Annals, 47(1), 79-96. https://doi-org.lib-ezproxy.concordia.ca/10.1111/flan.12066
Kennedy, S., Guénette, D., Murphy, J., et Allard, S. (2015). Le rôle de la prononciation dans l’intercompréhension entre locuteurs de français lingua franca. Canadian Modern Language Review, 71(1), 1-25. https://doi.org/10.3138/cmlr.2139
Kennedy, S., et Trofimovich, P. (2017). Pronunciation acquisition. Dans S. Loewen et M. Sato (dir.), The Routledge handbook of instructed second language acquisition (p. 260-279). Routledge. 
Kennedy, S., et Trofimovich, P. (2022). What kind of pronunciation learning should teachers expect of their learners? Dans Debates in Second Language Education, 247-261. Routledge. https://doi.org/10.4324/9781003008361-16
Lauret, B. (2007). Enseigner la prononciation du français : questions et outils. Hachette.
Lebreton, É., (2017) Les besoins langagiers des adultes migrants : une notion complexe à appréhender. Dans J. Beacco, H. Krumm, D. Little et P. Thalgott (dir.), The Linguistic Integration of Adult Migrants/L’intégration linguistique des migrants adultes (p. 155-162). De Gruyter Mouton. https://doi.org/10.1515/9783110477498-020
Lee, J., Jang, J., et Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366. https://doi.org/10.1093/applin/amu040
Levis, J. M. (2018). Intelligibility, oral communication, and the teaching of pronunciation. Cambridge University Press. https://doi-org.lib-ezproxy.concordia.ca/10.1017/9781108241564
Levis, J. M. (2020). Revisiting the intelligibility and nativeness principles. Journal of Second Language Pronunciation, 6(3), 310-328. https://doi.org/10.1075/jslp.20050.lev
Liakin, D., Cardoso, W., et Liakina, N. (2015). Learning L2 pronunciation with a mobile speech recognizer: French/y/. Calico Journal, 32(1), 1-25. https://doi.org/10.1558/cj.v32i1.25962
Liakina, N. et Liakin, D. (2023). Speech technologies and pronunciation training: What is the potential for efficient corrective feedback? Dans U. Kickhöfel Alves et J. Alcantara de Albuquerque (dir.), Second Language Pronunciation: Different Approaches to Teaching and Training (p. 287-312). Berlin, Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110736120-011
Liu, H., et Feng, M. (2023). The role of learner engagement with corrective feedback in EFL/ESL classrooms. Frontiers in psychology, 14. https://doi.org/10.3389/fpsyg.2023.1118467
Lyster, R., Lightbown, P., et Spada, N. (1999). A response to Truscott's ‘What's wrong with oral grammar correction’. Canadian Modern Language Review, 55(4), 457-467. 
Malicka, A., Gilabert Guerrero, R., et Norris, J. M. (2019). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), 78–106. https://doi.org/10.1177/1362168817714278
McAndrews, M. M., et Thomson, R. I. (2017). Establishing an empirical basis for priorities in pronunciation teaching. Journal of Second Language Pronunciation, 3(2), 267-287. https://doi.org/10.1075/jslp.3.2.05mca
McCrocklin, S. M. (2016). Pronunciation learner autonomy: The potential of automatic speech recognition. System, 57, 25-42. http://dx.doi.org/10.1016/j.system.2015.12.013
McNaughton, S. (2014). Switching to English: Effects on motivation to use L2 French in Montreal. [Thèse de doctorat, Université Concordia]. Spectrum. https://spectrum.library.concordia.ca/id/eprint/978723/
Messum, P., et Young, R. (2021). Teaching Students to Pronounce English: A Motor Skill Approach in the Classroom. RELC Journal, 52(1), 169-178. https://doi-org.lib-ezproxy.concordia.ca/10.1177/0033688220964107
Meyers, C. M. (2014). Intelligible accented speakers as pronunciation models. Pronunciation in Second Language Learning and Teaching Proceedings, 5(1).
Ministère de l'Immigration, de la Francisation et de l’Intégration. (2019). Fiche synthèse sur l'immigration au Québec – 2019. http://www.mifi.gouv.qc.ca/publications/fr/recherches-statistiques/FICHE_syn_an2019.pdf
Ministère de l'Immigration, de la Francisation et de l'Intégration (2022). Programme d'intégration linguistique pour les immigrants, 2022-2023. https://cdn-contenu.quebec.ca/cdn-contenu/francisation/MIFI/formulaires/NOR_PILI_2022-2023.pdf
Mompean, J. A., et Fouz-González, J. (2021). Phonetic symbols in contemporary pronunciation instruction. RELC Journal, 52(1), 155-168. https://doi-org.lib-ezproxy.concordia.ca/10.1177/003368822094
Mroz, A. (2018). Seeing how people hear you: French learners experiencing intelligibility through automatic speech recognition. Foreign Language Annals, 51(3), 617-637. https://doi.org/10.1111/flan.12348
Munro, M. J. (2011). Intelligibility: Buzzword or buzzworthy?. Dans. J. Levis et K. LeVelle (dir.). Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010. (p.7-16)
Munro, M. J., et Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language learning, 45(1), 73-97. 
Murphy, J. M. (2014). Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching. System, 42, 258-269. https://doi.org/10.1016/j.system.2013.12.007
Naeini, B., et Adni, Z. (2017). The impact of explicit vs. implicit instruction on pronunciation intelligibility among Iranian EFL learners. Journal of Studies in Learning and Teaching English, 6(2), 103-123. https://jslte.shiraz.iau.ir/article_546173_f54b793af228dfb0e383d6abc92547fa.pdf
Naser Oteir, I., et Nijr Al-Otaibi, A. (2019). Foreign language anxiety: A systematic review. Arab World English Journal (AWEJ), 10(3). 309-317. https://dx.doi.org/10.24093/awej/vol10no3.21
Neri, A. (2007). The pedagogical effectiveness of ASR-based computer assisted pronunciation training. [Thèse doctorale, Radboud University]. Radboud. https://repository.ubn.ru.nl/bitstream/handle/2066/44830/44830.pdf
Ollivier, C. (2022). Empowerment: contraintes socio-interactionnelles et stratégies. Pour le développement d’une littératie actionnelle critique en didactique des langues. Recherches en didactique des langues et des cultures. Les cahiers de l'Acedle, 1(19-1). https://doi.org/10.4000/rdlc.10585
Organisation des Nations Unies (2023). Migrations. https://www.un.org/fr/global-issues/migration
Ortiz, L. A., Region-Sebest, M., et MacDermott, C. (2016). Employer perceptions of oral communication competencies most valued in new hires as a factor in company success. Business and Professional Communication Quarterly, 79(3), 317-330. https://doi.org/10.1177/2329490615624108
Pawlak, M. (2008). Another look at the use of pronunciation learning strategies: An advanced learner’s perspectives. Dans E. Waniek-Klimczak (dir.), Issues in accents of English (p. 304–322). Cambridge Scholars Publishing.
Pawlak, M. (2010). Designing and piloting a tool for the measurement of the use of pronunciation learning strategies. Research in Language, 8, 189-202. https://doi.org/10.2478/v10015-010-0005-6
Pawlak, M., et Szyszka, M. (2018). Researching pronunciation learning strategies: An overview and a critical look. Studies in Second Language Learning and Teaching, 8(2), 293-323. https://doi.org/10.14746/ssllt.2018.8.2.6
Pennington, M. C. (2021). Teaching pronunciation: The state of the art 2021. RELC Journal, 52(1), 3-21. https://doi-org.lib-ezproxy.concordia.ca/10.1177/003368822110022
Piccardo, E., et Hunter, D. (2017). Settlement, integration and language learning: possible synergies. A task-based, community-focused program from the Region of Durham (Ontario, Canada). J. Beacco, H. Krumm, D. Little et P. Thalgott (dir.), The Linguistic Integration of Adult Migrants/L’intégration linguistique des migrants adultes (p.175-180). De Gruyter Mouton. https://doi.org/10.1515/9783110477498-023
Plante, J. (2011). Intégration des immigrants formés à l'étranger au marché du travail canadien : facteurs déterminants de la réussite : Statistique Canada, culture, tourisme et Centre de la statistique de l'éducation. https://publications.gc.ca/collections/collection_2011/statcan/81-595-M/81-595-m2011094-fra.pdf
Plonsky, L., et Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language learning, 64(4), 878-912. https://doi-org.lib-ezproxy.concordia.ca/10.1111/lang.12079
Riley, T., et Douglas, S. R. (2016). The multicultural café: Enhancing authentic interaction for adult English language learners through service learning. TESL Canada Journal, 34(1), 25-50. https://files.eric.ed.gov/fulltext/EJ1145026.pdf
Ruivivar, J. (2022). Addressing sociolinguistic challenges in teaching spoken grammar. ELT Journal, 76(3), 320-329. https://doi-org.lib-ezproxy.concordia.ca/10.1093/elt/ccab061
Roussel, A. (2018). Qu’est-ce qu’être francisé? L’expérience d’immigrants dits allophones dans un bastion traditionnel du Québec. Langage et société, 165(3), 75-93. https://doi-org.lib-ezproxy.concordia.ca/10.3917/ls.165.0075
Saito, K. (2012). Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi-Experimental Intervention Studies. TESOL Quarterly, 46(4), 842–854. http://www.jstor.org/stable/43267893
Saito, K. (2019). Individual differences in second language speech learning in classroom settings: Roles of awareness in the longitudinal development of Japanese learners’ English /r/ pronunciation. Second Language Research, 35(2), 149-172. https://doi.org/10.1177/0267658318768342
Saito, K., et Lyster, R. (2012). Investigating the pedagogical potential of recasts for L2 vowel acquisition. TESOL quarterly, 46(2), 387-398.
Saldaña, J. (2021). The coding manual for qualitative researchers (4e éd.). SAGE.
Sampson, X. (2021, 3 octobre). Cinq choses à savoir sur la pénurie de main-d’œuvre. Société Radio‑Canada. https://ici.radio-canada.ca/nouvelle/1827628/manque-personnel-recrutement-entreprises-solutions 
Sato, T., et McNamara, T. (2019). What counts in second language oral communication ability? The perspective of linguistic laypersons. Applied Linguistics, 40(6), 894-916. https://doi.org/10.1093/applin/amy032
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied linguistics, 11(2), 129-158. 
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10(1-4), 209-231. 
Sicola, L., et Darcy, I. (2015). Integrating pronunciation into the language classroom. The handbook of English pronunciation, 471-487. https://doi-org.lib-ezproxy.concordia.ca/10.1002/9781118346952.ch26
Simpson, J., et Whiteside, A. (2015). Adult Language Education and Migration: Challenging agendas in policy and practice. Taylor et Francis. https://library.oapen.org/handle/20.500.12657/52752
Spada, N. (2011). Beyond form-focused instruction: Reflections on past, present and future research. Language Teaching, 44, 225-236. https://doi.org/10.1017/S0261444810000224 
St-Laurent, N., et El-Geledi, S. (2011). L'intégration linguistique et professionnelle des immigrants non francophones à Montréal. Conseil supérieur de la langue française. https://numerique.banq.qc.ca/patrimoine/details/52327/2103975
Taddarth, A. et Melki, H. (2020). Développement d’un questionnaire pour étudier les représentations des enseignants de langue seconde sur la rétroaction corrective à l’oral. Revue de Traduction et Langues, 19(1), 8-30. https://www.asjp.cerist.dz/en/downArticle/155/19/1/133452
Thomson, R. I., et Derwing, T. M. (2015). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326-344. https://doi-org.lib-ezproxy.concordia.ca/10.1093/applin/amu076
van Lieshout, C., et Cardoso, W. (2022). Google Translate as a tool for self-directed language learning. Language Learning et Technology, 26(1), 1-19. http://hdl.handle.net/10125/73460
Vassallo, M. L., et Telles, J. A. (2006). Foreign language learning in-tandem: Theoretical principles and research perspectives. The ESPecialist, 27(1), 83-118. 
Vérificateur général du Québec. (2017, 23 novembre). Rapport du Vérificateur général du Québec à l’Assemblée nationale pour l’année 2017-2018, Automne 2017, Faits saillants. https://www.vgq.qc.ca/Fichiers/Publications/rapport-annuel/2017-2018-Automne/fr_Rapport2017-2018-AUTOMNE-Faits-saillants.pdf
Wisniewska, N., et Mora, J. (2020). Can captioned video benefit second language pronunciation? Studies in Second Language Acquisition, 42(3), 599-624. https://doi.org/10.1017/S0272263120000029
Wrembel, M. (2008). In search of effective strategies for L2 pronunciation teaching and learning. Dans M. Pawlak (dir.), Investigating English language learning and teaching (p.181-196). Faculty of Pedagogy and Fine Arts in Kalisz, Adam Mickiewicz University in Poznań. https://repozytorium.amu.edu.pl/bitstream/10593/1478/1/Investigating%20English%20Language%20Learning%20and%20Teaching.pdf
Yates, L., Ficorilli, L., Ok Kim, S. H., Lising, L., McPherson, P., Taylor-Leech, K., et Williams, A. (2010). Language training and settlement success: Are they related. Adult Migrant English Program (AMEP) Research Centre, Macquarie University. http://www.ameprc.mq.edu.au/__data/assets/pdf_file/0011/277292/LanguageTrainingSettlement_.pdf
Yates, L., et Zielinski, B. (2009). Give it a go: Teaching pronunciation to adults. Adult Migrant English Program (AMEP) Research Centre, Macquarie University. http://www.ameprc.mq.edu.au/__data/assets/pdf_file/0006/276135/interactive_sm.pdf