DRAFT Vita for Mostafa Papi

DRAFT Curriculum Vitae

Mostafa Papi

Last Revised: April 04, 2024

General Information

University address:	Foreign & Second Language Education
School of Teacher Education
College of Education, Health, and Human Sciences
G129 Stone Building, 1114 W Call Street
Florida State University
Tallahassee 32306-FL
Phone: 8506440370

E-mail address:	mpapi@fsu.edu

Web site:	http://education.fsu.edu/faculty-and-staff/dr-mostafa-papi

Professional Preparation

2016	Ph.D., Michigan State University. Major: Second Language Studies. Supervisor: Dr. Paula Winke. 

Mostafa Papi. (2016). Motivation and learning interface: How regulatory fit affects language learners' task enjoyment, engagement, learning and performance. Unpublished doctoral dissertation, Michigan State University. 

2009	Master of Arts, Iran University of Science and Technology. Major: Teaching English Language and Literature. 

Mostafa Papi. (2009). An observational examination of motivational strategies in the EFL context of Iran. Unpublished master's thesis, Iran University of Science and Technology. 

2006	Bachelor of Arts, University of Sabzevar – Iran. Major: Teaching English as a Foreign Language. 

Professional Experience

2022–present	Associate Professor, School of Teacher Education, Florida State University. 

2016–2022	Assistant Professor, School of Teacher Education, Florida State University. 

2016	Teaching Faculty, English Department, Mississippi State University. Teaching.

2015–2016	Visiting Assistant Professor of TESOL and English Linguistics, English Department, Mississippi State University. Teaching and Research.

2011–2015	Graduate Teaching and Research Assistant, Second Language Studies, Michigan State University. Teaching SLA and TESOL Methods courses Research Assistant for Dr. Gass, Dr. Winke, Dr. Leowen, and Dr. Godfroid.

2010–2011	Teaching Faculty I Adjunct, English Department, Lorestan University. Teaching undergraduate courses in English for Academic Purposes.

2006–2011	Instructor, Chegeni Department of Education, Lorestan Department of Education (Iran). Teaching English in high schools.

Language Proficiency

Arabic - rudimentary in speaking, reading, and writing.
English - fluent in speaking, reading, and writing.
Laki - intermediate in speaking; rudimentary in reading and writing.
Lori - native in speaking, reading, and writing.
Persian - native in speaking, reading, and writing.

Visiting Professorship(s)

2015–2016	Visiting Professor of TESOL and English Linguistics in the English Department at Mississippi State University. 

Honors, Awards, and Prizes

Dean's Circle Research Transition Incentive, Florida State University (2023). 
Nominated for Outsanding Undergraduate Teaching Award in Major, College of Education, Florida State University (2022). 
Nominated for Undergraduate Teaching Award, Florida State University (2022). 
Nominated for Graduate Teaching Award, College of Education, Florida State University (2020). 
Nominated for Graduate Teaching Award, College of Education, Florida State University (2019). 
Planning Grant, Council for Research Creativity, Florida State University (2017). ($13,000). 
First Year Assistant Professor Award, Florida State University (2017). ($20,000). 
Nominated for Varg & Sullivan Award for Outstanding Graduate Student, College of Arts & Letters, Michigan State University (2014). 
SLRF Research Presentation Award, Second Language Research Forum (2013). 
Teaching Excellence Recognition Award, Chegeni Education Organization, Iran (2009). 

Fellowship(s)

Summer Research Fellowship, Michigan State University (2014).
Summer Research Fellowship, Michigan State University (2013).

Current Membership in Professional Organizations

American Association of Applied Linguistics (AAAL) 
American Council for Teaching Foreign Languages (ACTFL) 
Society for the Study of Motivation (SSM) 
TESOL International Association 

Teaching

Courses Taught

Foreign and Second Language Education in Practice (TSL5944)
Teaching English Learners (TSL4081)
Associate Teaching in English as a Second Language (TSL4945)
Crosscultural Communication for Foreign/Second Language Teachers (TSL4520)
Introduction to Teaching Foreign/Second Languages (FLE3033)
Development of Curriculum and Materials in Foreign and Second Language Education (TSL 5142)
Foreign/Second Language Curriculum and Materials (TSL4144)
Field Laboratory Internship (TSL5940)
Methodologies for Teaching Foreign and Second Languages (TSL5345)
Directed Individualized Study (TSL5908)
Research Issues and Designs in Second Language Education (TSL6641)
Seminar: Research in Second Language Learning and Teaching (TSL5640)
Seminar: Research Second Language Learning and Teaching (TSL5640-01)
Approaches in TESOL (Mississippi State University) (EN6633)
Introduction to Linguistics (Mississippi State University) (EN6603)
Methods of TESOL (Mississippi State University) (EN6653)
English Syntax (Mississippi State University) (EN6643)
Methods of Teaching English to the Speakers of Other Languages (Michigan State University) (LLT307)
Second and Foreign Language Learning (Michigan State University) (LLT361)
English as a Foreign Language
English for Academic Purposes

New Course Development

Methodologies for Teaching Foreign and Second Languages (TSL5345) (2019)
Pedagogical Grammar for Foreign and Second Language Teachers (TSL5350) (2019)
Teaching English as a Second Language (TSL4081) (2019)
Foreign and Second Language Education in Practice (TSL5944) (2018)
Instructed Second Language Acquisition (TSL6665) (2017)
Introduction to Second Language Acquisition (TSL5660) (2017)

Curriculum Development

Developed curriculum for the online Master's in TESOL program at Florida State University (2020)
Revised curriculum for the TESOL Certificate Program at Florida State University (2019)
Revised curriculum for the doctoral degree in Foreign and Second Language Education at Florida State University (2018)
Revised curriculum for the master's degree in Foreign and Second Language Education at Florida State University (2018)
Developed a first-year Persian course for the Less Commonly Taught Languages Program at Michigan State University (2015)

Doctoral Committee Chair

Ozdemir, E., graduate. (2022). Language mindsets as sources of emotions: A quasi-experimental study of international graduate students in the U.S. 
Somayeh Tahmouresi, graduate. (2021). On the role of individual differences in the L2 writing achievement. 
Feng, Liying (2016-2020), graduate. (2021). The associations between motivation, grit, anxiety and second language Chinese proficiency. 
Zhou, Shiyao (2017-2018), graduate. (2021).
Zhou, Yang (2016-2020), graduate. (2021). The effect of L2 aptitude, motivation and anxiety on Chinese EFL: College learners' L2 speech development. 
Bondarenko, A., graduate. (2020). self-efficacy as a generative mechanism for future self-guides and feedback-seeking behavior in language learning. 
Zhang, Y., graduate. (2020). Motivation and pragmatics: How l2 motivational self system and regulatory focus affect pragmatic competence. 
Turk, Rebecca (2016-2017), graduate. (2020). Contributing factors of second language pronunciation: the influence of second language testing, speaking goals, and speaking beliefs of English language learners at intensive English programs. 
Mijin, E., graduate. (2019). The potential influence of a learner's regulatory orientations on the linguistic dimensions of second language writing task performance. 
Mansouri, S., graduate. (2017). Directed motivational current among L1 Persian learners of L2 English. 
Sanchez, Ana (2017-2018), doctoral candidate. 
Jiang, C., doctoral candidate.  The influence of regulatory focus and l2 self-guides on English language learners' task anxiety, task enjoyment, and oral task performance. 
Tawfeeq, Wasan (2016-2018), doctoral candidate.  The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners. 
Farhang, A., doctoral student. 
Kadivar, N., doctoral student. 
Qian, Y., doctoral student. 
Abi Karam, F., doctoral student. 
Rabbi, Tahamid (2019-2020), doctoral student. 
Whiteside, Z., doctoral student. 
Jeungeun, Kim (2016-2018), doctoral student. 
Obando, Gabriel (2017-2018), doctoral student. 
Pelt, Hunter (2018-2019), doctoral student. 
Hughes, Katherin (2016-2017), doctoral student. 

Doctoral Committee Member

Zhou, Y., graduate. (2021). The effect of L2 aptitude, motivation and anxiety on Chinese EFL college learners' L2 speech development. 
Rios, A. L., graduate. (2018). Understanding parents' motivation in a one-parent, one language approach to bilingual education. 
Yazdanpanah, R., graduate. (2017). Intercultural teacher education through cultural synergy: Understanding pre-service English language teachers' developing intercultural competence. 
Yeji Han (Concordia University, Canada), graduate. (2017). L2 regulatory focus in the context of foreign language learning in Vietnam. 
Liying Feng, doctoral candidate.  The associations between motivation, grit, anxiety and second language Chinese proficiency. 
Soronson, J., doctoral student. 
Li, W., doctoral student. 
Cooley, S., doctoral student. 
Wu, J., doctoral student. 
Liang, F., doctoral student. 

Supervision of Student Research Not Related to Thesis or Dissertation

Gabriel Obando (Jan 2017–present). 

Eom, M. (Oct 2016–present). 

Feng, L. (Oct 2016–present). 

Jeungeun, K. (Oct 2016–present). 

Jiang, C. (Oct 2016–present). 

Kang, B. (Oct 2016–present). 

Ozdemir, E. (Oct 2016–present). 

Rios, A. L. (Oct 2016–present). 

Zhang, Y. (Oct 2016–present). 

Ana Sanchez (2017–19). 

Shiyao Zhou (2017–19). 

Bondarenko, A. (2016–19). 

Monsouri, S. (2016–19). 

Pelt, H. A. (2016–19). 

Wawire, B. (2016–19). 

Jang, J. (2016–18). 

Liu, M. (2016–18). 

Tawfeeq, W. (Oct 2016–May 2017). 

Hughes, K. (Aug 2016–May 2017). 

Zhang, X. (Oct 2016–Mar 2017). 

Li, X. (Oct 2016–Feb 2017). 

Ciappetta, F. A. (Oct 2016–Jan 2017). 

Wang, H. (2016–17). 

Research and Original Creative Work

Program of Research and/or Focus of Original Creative Work

I am interested in the role of individual differences especially motivation, personality, and emotions in second language learning processes and outcomes including learners' attention to and noticing of new second language (L2) elements, their response to oral and written corrective feedback, their engagement and performance in L2 tasks and activities, their learning strategies, and their L2 characteristics such as the fluency and accuracy of their L2 production. I am also interested in promoting the effectiveness of language instruction through employing motivational interventions at micro (e.g., tasks and activities) and macro (e.g., class management, teaching style) levels. In my research program, I draw on different motivation theories inside and outside the field including but not limited to the L2 motivational self system (Dornyei, 2009), self-discrepancy theory (Higgins, 1987), regulatory focus theory (Higgins, 1997), the regulatory fit theory (Higgins, 2001), the regulatory mode theory (Kruglanski et. al., 2000), the regulatory engagement theory (Higgins 2006), implicit theories of intelligence (Dweck, 1999), and achievement goal theory (e.g., Dweck & Leggett, 1988). I have also proposed the 2X2 Model of Future Self-Guides (Papi et al., 2019a), and the notion of feedback-seeking behavior (Papi et al., 2019b) to the field of second language acquisition. 

Publications

Refereed Journal Articles

Jiang, C., & Papi, M. (submitted). Regulatory Focus and L2 Self-Guides. Manuscript submitted for publication, 50 pages.

Zhang, Y., & Papi, M. (in press). Motivational Dispositions Predict Differences in L2 Pragmatic and Grammatical Awareness and Sensitivity. Studies in Second Language Learning and Teaching.

Papi, M., & Hiver, P. (in press). Proactive Language Learning Theory. Language Learning, 50 pages.

Papi, M., Abdi Tabari, M., & Sato, M. (in press). The importance of seeking feedback for benefiting from feedback: A case of second language writing. The Modern Language Journal. The Modern Language Journal.

Papi, M., Eom, M., Whiteside, Z., Zhan, Y., & Zhou, Y. (2023). Motivational dispositions predict qualitative differences in oral task performance. Studies in Second Language Acquisition, 45, 26. doi:https://doi.org/10.1017/S0272263123000220

Papi, M., & Khajavy, H. (2023). Second language anxiety: Construct, effects, and sources. Annual Review of Applied Linguistics, 43, 127-139. doi:https://doi.org/10.1017/S0267190523000028

Zhou, Y., & Papi, M. (2023). The Role of Future L2 Selves in L2 Speech Development: A Longitudinal Study in an Instructional Setting. System, 119. doi:https://doi.org/10.1016/j.system.2023.103156

Teimouri, Y., Papi, M., & Tahmouresi, S. (2022). Individual differences in how language learners pursue goals: Regulatory mode perspective. Studies in Second Language Acquisition, 52. doi:https://doi.org/10.1017/S0272263121000413

Papi, M. (2022). International Teaching Assistants Offer More Than Their English Accents: A Response to "The 'Foreign TA Problem' Forty Years On". The Modern Language Journal, 106(2). doi:https://doi.org/10.1111/modl.12790

Eom, M., & Papi, M. (2022). Interplay of a Learner's Regulatory Focus and Genre on Second Language Writing. English Teaching, 16. Retrieved from http://db.koreascholar.com/article.aspx?code=412865

Eom, M., & Papi, M. (2022). Motivational Principles underlying Linguistic Characteristics of Second Language Writing. Korea Journal of English Language and Linguistics, 17. doi:https://doi.org/10.15738/kjell.22..202203.229

Jiang, C., & Papi, M. (2022). The motivation‐anxiety interface in language learning: A regulatory focus perspective. International Journal of Applied Linguistics, 16.

Tahmouresi, S., & Papi, M. (2021). Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing, 39.

Ozdemir, E., & Papi, M. (2021). Mindsets as sources of L2 speaking anxiety and self-confidence: The case of international teaching assistants in the U.S. Innovations in Language Learning and Teaching, 34. doi:https://doi.org/10.1080/17501229.2021.1907750

Zhang, Y., & Papi, M. (2021). Motivation and second language pragmatics: A regulatory focus perspective. Frontiers in Psychology, 31.

Papi, M., Wolff, D., Nakatsukasa, K., & Bellwoar, E. (2021). Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals. Language Teaching Research, 37.

Papi, M., & Khajavy, H. (2021). Motivational mechanisms underlying second language achievement: A regulatory focus perspective. Language Learning, 71(2), 537-572. doi:https://doi.org/10.1111/lang.12443

Turner, J. E., Tang, M., McConomy, S. K., Papi, M., & Hooker, J. (2020). Exploring antecedents of engineering students' indirect and direct feedback-seeking behaviour. Proceedings of the 2020 ASEE Annual Conference & Exposition. doi:https://peer.asee.org/34668

Papi, M., Bondarenko, A., Wawire, B., Jiang, C., & Zhou, A. (2020). Feedback-seeking behavior in second language writing: Motivational mechanism. Reading & Writing, 33, 485–505. doi:10.1007/s11145-019-09971-6

Papi, M., & Hiver, P. (2020). Language learning motivation as a complex dynamic system: A global perspective of truth, control, and value. The Modern Language Journal, 104(1), 209-232. doi:https://doi.org/10.1111/modl.12624

Feng, L., & Papi, M. (2020). Persistence in language learning: The role of Grit and future L2 selves. Learning and Individual Differences, 8, 1-10. doi:https://doi.org/10.1016/j.lindif.2020.101904

Jiang, C., & Papi, M. (2020). The motivation-anxiety interface in language learning: A regulatory focus perspective. International Journal of Applied Linguistics, 35. Retrieved from http://dx.doi.org/10.1017/s0261444819000259 doi:10.1017/s0261444819000259

Hiver, P., Zhou, A., Tahmouresi, S., Papi, M., & Sang, Y. (2020). Why stories matter: Exploring learner engagement and metacognition through narratives of the L2 learning experience. System, 91, 1-13. doi:https://doi.org/10.1016/j.system.2020.102260

Papi, M., Rios, A., Pelt, H., & Ozdemir, E. (2019). Feedback-seeking behavior in language learning: Basic components and motivational antecedents. The Modern Language Journal, 103(1), 205-226. doi:10.1111/modl.12538

Li, S., Hiver, P., & Papi, M. (2019). Research initiatives in the foreign and second language education program of Florida State University: Multiple perspectives, multiple approaches. Language Teaching, 52, 537-541. doi:10.1017/S0261444819000259

Papi, M., Bondarenko, A., Mansouri, S., Feng, L., & Jiang, C. (2019). Rethinking L2 motivation: The 2X2 model of self-guides. Studies in Second Language Acquisition, 41(2), 337-361. Retrieved from http://dx.doi.org/10.1017/s0272263118000153 doi:https://doi.org/10.1017/S0272263118000153

Papi, M. (2018). Motivation as quality: Regulatory fit effects on incidental vocabulary learning. Studies in Second Language Acquisition. Retrieved from http://dx.doi.org/10.1017/s027226311700033x doi:10.1017/s027226311700033x

Waller, L., & Papi, M. (2017). Motivation and feedback: How implicit theories of intelligence predict L2 writers' feedback-seeking orientation and motivation. The Journal of Second Language Writing, 35, 54-65. Retrieved from http://dx.doi.org/10.1016/j.jslw.2017.01.004 doi:10.1016/j.jslw.2017.01.0

Papi, M., & Teimouri, Y. (2014). Language learner motivational types: A cluster analysis study. Language Learning, 64(3), 493-525. doi:10.1111/lang.12065

Loewen, S., Lavolette, E., Spino, L. A., Papi, M., Schmidtke, J., Sterling, S., & Wolff, D. (2014). Statistical literacy among applied linguists and second language acquisition researchers. TESOL Quarterly, 48(2), 360-388.

Papi, M., & Teimouri, Y. (2012). Dynamics of L2 motivation and selves: A cross-sectional study in the EFL context of Iran. International Journal of Applied Linguistics, 22, 287-309. Retrieved from http://dx.doi.org/10.1111/j.1473-4192.2012.00312.x doi:http://dx.doi.org/10.1111/j.1473-4192.2012.00312.x

Papi, M., & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62, 571-594. Retrieved from http://dx.doi.org/10.1111/j.1467-9922.2011.00632.x doi:http://dx.doi.org/10.1111/j.1467-9922.2011.00632.x

Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behaviour: A structural equation modeling approach. System, 38(3), 467-479. Retrieved from http://dx.doi.org/10.1016/j.system.2010.06.011 doi:https://doi.org/10.1016/j.system.2010.06.011

Refereed Books

Li, S., Hiver, P., & Papi, M. (2022). The Routledge Handbook of Second Language Acquisition and Individual Differences. Routledge. 

Invited Book Chapters

Papi, M., Vasylets, O., & Ahmadian, M. J. (2022). Individual Difference Factors for Second Language Writing. In Shaofeng Li, Phil Hiver, Mostafa Papi (Ed.), The Routledge Handbook of Second Language Acquisition and Individual Differences (pp. 381-396). Routledge. 

Li, S., Hiver, P., & Papi, M. (2022). Individual Differences in Second Language Acquisition: Theory, Research, and Practice. In Shaofeng Li, Phil Hiver, Mostafa Papi (Ed.), The Routledge Handbook of Second Language Acquisition and Individual Differences (pp. 3-34). Routledge. 

Papi, M., & Hiver, P. (2022). Motivation. In Shaofeng Li., Phil Hiver, & Mostafa Papi (Eds.), The Routledge Handbook of Second Language Acquisition and Individual Differences (pp. 113-127). Routledge. 

Papi, M. (2022). The L2 Motivational Self System: Using the selves in the classroom. In Ali H. Al-Hoorie, & Fruzsina Szabó (Eds.), Researching Language Learning Motivation: A Concise Guide (pp. 91-98). Bloomsbury. 

Papi, M. (2022). The Role of Motivational and Affective Factors in L2 Writing Performance and Written Corrective Feedback Processing and Use. In Rosa M. Manchón & Charlene Polio (Eds.), The Routledge Handbook of Second Language Acquisition and Writing (pp. 152-165). Routledge. 

Hiver, P., & Papi, M. (2019). Complexity theory and L2 motivation. In Lamb, M., Csizér, K., Henry, A., and Ryan, S. (Eds.), Palgrave Macmillan Handbook of Motivation for Language Learning (pp. 117-137). Palgrave. 

Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Zoltán Dörnyei, & Ema Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Clevedon. 

Presentations

Refereed Papers at Conferences

Papi, M., & Hiver, P. (presented 2024, March). Colloquium: Proactive language learning––Centering the individual in language learning theory and research. Paper presented at American Association for Applied Linguistics Conference, American Association for Applied Linguistics, Houston, TX. (International)

Mahbodi, M., Papi, M., & Wolff, D. (presented 2024, March). Examining the Relationship between Feedback-Seeking Behaviors and Learner Preferences for Different Types of Corrective Feedback. Paper presented at American Association for Applied Linguistics Conference, American Association for Applied Linguistics, Houston, TX. (International)

Mahbodi, M., Papi, M., & Wolff, D. (presented 2024, March). Examining the Relationship between Feedback-Seeking Behaviors and Learner Preferences for Different Types of Corrective Feedback. Paper presented at CEHHS Research Showcase, FSU College of Education, Health and Human Sciences, Florida State University. (Local)

Papi, M., & Hiver, P. (presented 2024, March). Introducing Proactive Language Learning Theory. Paper presented at American Association for Applied Linguistics Conference, American Association for Applied Linguistics, Houston, TX. (International)

Papi, M., Tabari, M. A., & Sato, M. (presented 2023). Empirical Evidence for the Predictive Validity of Feedback Seeking Behaviors. Paper presented at American Association for Applied Linguistics, American Association for Applied Linguistics, Portland, OR. (International)

Li, S., Hiver, P., & Papi, M. (presented 2022). Colloquium: Individual Difference Factors in Second Language Acquisition: Reconceptualizing the Constructs and Reorienting the Research. Paper presented at American Association for Applied Linguistics, American Association for Applied Linguistics, Pittsburgh, PA. (International)

Papi, M. (presented 2022). Motivation in Second Language Learning: The Past, the Present, and the Future. Paper presented at American Association for Applied Linguistics, American Association for Applied Linguistics, Pittsburgh, PA. (International)

Wolff, D., & Papi, M. (presented 2021). How emotional and cognitive trust in their teachers predict learners' feedback-seeking behavior. Paper presented at AAAL 2021, American Association for Applied Linguistics, Virtual. (International)

Bondarenko, A., & Papi, M. (presented 2021). Language learning motivation: The mechanism of self-efficacy in generating L2 self-guides and feedback-seeking behavior. Paper presented at AAAL 2021, American Association for Applied Linguistics, Virtual. (International)

Feng, L., & Papi, M. (presented 2020). An exploration of a revised model of L2 future selves in relation to L2 motivational intensity and persistence. Paper presented at SLRF 2020, Second Language Research Forum, Vanderbilt University. (National)

Turner, J., Tang, M., McConomy, S. K., Papi, M., & Hooker, J. (presented 2020). Exploring antecedents of engineering students' indirect and direct feedback-seeking behavior. Paper presented at ASEE 2020, American Society of Engineering Education, Virual. (International)

Zhang, Y., & Papi, M. (presented 2020). How regulatory focus affects grammatical and pragmatic awareness. Paper presented at AAAL 2020, American Association for Applied Linguistics, Denver. (International) Retrieved from https://aaal.confex.com/aaal/2020/meetingapp.cgi/Session/3402

Papi, M., Mjin Eom, Yiran Zhang, Zack Whiteside, & Yan Zhou. (presented 2020). Motivational principles underlying second language development. Paper presented at AAAL 2020, American Association for Applied Linguistics, Denver. (International)

Feng, L., & Papi, M. (presented 2019). CFL motivation and persistence: Exploring learner's Grit and future self-guides. Paper presented at 2019 Annual Conference of the Chinese Language Teachers Association, Chinese Language Teachers Association. (National)

Jiang, C., & Papi, M. (presented 2019). Exploring the relationships among future L2 self-guides, regulatory focus, L2 anxiety and motivated behaviors. Paper presented at AAAL, American Association for Applied Linguistics. (International)

Bondarenko, A., Wawire, B., Jiang, C., Zhou, S., & Papi, M. (presented 2019). Feedback-seeking behavior in second language writing classes: The role of mindsets and achievement goals. Paper presented at AAAL, American Association for Applied Linguistics, Atlanta. (International)

Wolff, D., Nakatsukasa, K., & Papi, M. (presented 2019). What do feedback-seekers seek? Everything but recast! Paper presented at Second Language Research Forum, Second Language Research Forum, Michigan State University. (International)

Papi, M., Rios, A., Pelt, H., & Ozdemir, E. (presented 2018). Feedback-seeking behavior: The role of implicit theories of intelligence and achievement goals. Paper presented at AAAL 2018, American Association for Applied Linguistics, Chicago. (International)

Manousri, S., Bonderanko, A., Jiang, C., Feng, L., & Papi, M. (presented 2018). Future L2 self-guides create strategic differences in motivated language learning behaviors. Paper presented at AAAL 2018, American Association for Applied Linguistics. (International)

Ozdemir, E., & Papi, M. (presented 2018). Mindsets predict L2 speaking anxiety and self-confidence: The case of international teaching assistants. Paper presented at AAAL 2018, American Association for Applied Linguistics. (International)

Eom, M., Zhang, Y., & Papi, M. (presented 2018). Motivational effects on second language linguistic performances. Paper presented at AAAL 2018, American Association for Applied Linguistics, Chicago. (International)

Papi, M., & Feng, L. (presented 2018). Persistence in language learning: The role of Grit and future selves. Paper presented at AAAL 2018, American Association for Applied Linguistics, Atlanta. (International)

Eom, M., & Papi, M. (presented 2018). The link between language learner's distinctive motivational orientation and the preference for written corrective feedback. Paper presented at AAAL 2018, American Association for Applied Linguistics, Atlanta. (International)

Papi, M. (presented 2017). Regulatory fit impacts on task-related emotions. Paper presented at AAAL, American Association for Applied Lingusitics, Portland, OR. (International)

Papi, M., & Waller, L. (presented 2016). Implicit theories of intelligence: How do they affect learners' motivation for written corrective feedback? Paper presented at Annual Conference of the American Association for Applied Linguistics (AAAL), American Association for Applied Linguistics (AAAL), Orlando, FL. (National)

Papi, M. (presented 2016). Regulatory fit impacts on motivation and vocabulary learning. Paper presented at Annual Conference of the American Association for Applied Linguistics (AAAL), American Association for Applied Linguistics, Orlando, FL. (International)

Papi, M., & Waller, L. (presented 2015). The effects of planning types on task-based L2 written production. Paper presented at Annual Conference of the American Association for Applied Linguistics (AAAL), American Association for Applied Linguistics (AAAL), Toronto, Canada. (International)

Papi, M. (presented 2014). L2 motivational archetypes and their signature dynamics. Paper presented at Annual Conference of the American Association for Applied Linguistics (AAAL), American Association for Applied Linguistics (AAAL), Portland, OR. (International)

Papi, M., Tahmouresi, S., & Teimouri, Y. (presented 2013). How regulatory focus impacts motivational quality: An integrated model of selves, goals, and WTC. Paper presented at Second Language Research Forum, Second Language Research, Provo, UT. (National)

Papi, M. (presented 2013). Motivational evolution: A dynamic systems perspective. Paper presented at Second Language Research Forum, Second Language Research, Provo, UT. (National)

Papi, M., & Teimouri, Y. (presented 2012). L2 motivation as a dynamic self system: A simultaneous cross-sectional study. Paper presented at Annual Conference of the American Association for Applied Linguistics (AAAL), American Association for Applied Linguistics (AAAL), Boston, MA. (International)

Papi, M., Wolff, D., & Sterling. S. (presented 2012). Students' and professors' views of statistics in SLA: A call for change? Paper presented at Second Language Research Forum, Second Language Research. (National)

Invited Keynote and Plenary Presentations at Symposia

Papi, M. (presented 2017, August). New perspectives on the interface between motivation and language learning. Keynote presentation in Terra Incognita: 2nd Annual Modern Languages and Linguistics Interdisciplinary Graduate Student Conference. Symposium conducted at the meeting of Department of Modern Languages and Linguistics, Florida State University. (Local) Retrieved from http://mllgradconference.wixsite.com/fsumodlang

Papi, M. (presented 2015, July). Regulatory fit effects on second language motivation and learning. Keynote presentation in Louis Arokiasamy (Chair), Lighthouse Summer Symposium. Symposium conducted at the meeting of Ferris State University, Big Rapid, Michigan. (National) Retrieved from http://www.ferris.edu/international/lighthouse/2015Symposium.htm

Invited Workshops

Papi, M. (2012). An introduction to the qualitative analysis research software Nvivo. Workshop delivered at Tech Tools for SLS Workshops, Michigan State University. (Local)

Invited Lectures and Readings of Original Work

Papi, M. (2024, April). Proactive Language Learning: Bridging Motivation and SLA. Delivered at The University of Maryland, School of Languages, Literatures and Cultures. (Local) Retrieved from https://sllc.umd.edu/fields/second-language-acquisition

Papi, M. (2021, February). Sustaining motivation of students in an evolving learning environment. Delivered at Fulbright Institute of International Education. (International)

Papi, M. (2020, November). Motivation in second language learning. Delivered at Arizona State University, Online. (Local)

Papi, M. (2020, February). Motivational foundations of language learning. Delivered at School of Teacher Education, Florida State University, Florida State University. (Local)

Papi, M. (2019, October). Motivation in language learning. Delivered at Arizona State University, Department of English, Arizona State University. (Local)

Papi, M. (2019, May). Second language research at Florida State University. Delivered at Mahan Institute, Iran, Mashhad. (National)

Papi, M. (2018). Feedback-seeking behavior in language learning. Delivered at Florida State University, School of Teacher Education. (Local)

Papi, M. (2018). Mindsets, achievement goals and feedback-seeking behavior. Delivered at Florida State University, Department of Educational Psychology: Learning and Cognition. (Local)

Papi, M. (2017, February). Cluster analysis in second language research. Delivered at Michigan State University, Second Language Studies Program, Michigan State University. (Local)

Papi, M. (2017). Research on language learning motivation. Delivered at Florida State University, Department of Educational Psychology: Learning and Cognition. (Local)

Papi, M. (2015, July). Regulatory fit effects on second language motivation and learning. Delivered at Lighthouse Summer Symposium, Ferris State University. (State)

Contracts and Grants

Resource Grant

Papi, M. (2017, May–2018, May). A grant of Planning Grant. Regulatory fit effects on task engagement and performance. Sponsored by Florida State University, Council for Research Creativity. 

Papi, M. (2017, May–August). A grant of First Year Assistant Professor Award. The effects of planning types on the complexity, accuracy, and fluency of ESL narrative writing production. Sponsored by Florida State University, Council for Research Creativity. 

Service

Florida State University

FSU University Service

Fulbright Faculty Committee Member for Evaluating English Teaching Assistantship Awards, The Office of National Fellowships (2023–present).

Senator, United Faculty of Florida Excecutive Council (2023–present).

FSU College Service

External member, Assistant Professor of Counseling Psychology search committee (2018–2019).

External member, Assistant Professor of School Psychology search committee (2018–2019).

FSU Department Service

Member, STE Director Search Committee (2023–present).

Member, Graduate Recruitment Committee (2022–present).

Member, STE Director Ad Hoc Committee (2020–present).

Chair, Foreign and Second Language Education Search Committee (2019–present).

Chair, International Studies Committee (2017–present).

Member, Foreign and Second Language Education Search Committee (2017–present).

Member, Graduate Studies Committee (2016–present).

Member, STE Director Ad hoc Committee (2023).

Member, Foreign and Second Language Education Search Committee (2016).

FSU Program Service

Coordinator, TESOL Certificate (2020–present).

Program Leader, Foreign and Second Language Education Program (2016–2019).

Program Leader, Master's Program in Foreign and Second Language Education (2016–2018).

The Profession

Editor for Nonrefereed Journals

Editor, MSU Working Papers in Second Language Studies (2014).

Editorial Board Membership(s)

TESOL Quarterly (2018–2021).

Guest Reviewer for Refereed Journals

Learning and Motivation (Apr 2023–present).

Language Teaching Research (2020–present).

Reading & Writing (2017–present).

Journal of Language, Identity and Education (2016–present).

Journal of Language, Identity and Education (2016–present).

Studies in Second Language Acquisition (2016–present).

Studies in Second Language Learning and Teaching (2016–present).

Applied Linguistics (2011–present).

International Journal of Applied Linguistics (2011–present).

Language Learning (2011–present).

Language Teaching (2011–present).

Learning and Individual Differences (2011–present).

Modern Language Journal (2011–present).

TESOL Quarterly (2011–present).

Reviewer for Textbooks

Teaching and Researching Motivation (2nd Ed.) (2017).

Juror for a Performance

Developing syllabus for first year Persian in the Less Commonly Taught Languages Program. Michigan State University (2014).

Reviewer or Panelist for Grant Applications

TESOL International (2016).

Service to Professional Associations

Book Award Committee Member, Reviewing nominated books, American Association for Applied Linguistics (2022–present).

Reviewer, Review conference submissions, Psychology of Language Learning (2019–present).

Abstract reviewer, Abstract Reviewer, American Association for Applied Linguistics (2016–present).

Member of Academic Committee, 2nd INTERNATIONAL CONFERENCE ON PSYCHOLOGY FOR LANGUAGE TEACHERS AND LEARNERS (2023).

Service to Other Universities

Serving on the Linguistics and TESOL committees, Mississippi State University: (2015–2016). 

Organizing committee of Midwestern Association of Language Testers (MwALT) conference, Michigan State University: (2013). 

Administrative team of the Second Language Studies Symposium, Michigan State University (2012–2013). 

The Community

Simultaneous interpreter, Simultaneous interpreter at the 2nd Asian Sports Ministers Meeting, Asian Sports Ministers (2009).

Vice president, National Student Association for Dialogue among Civilizations (2005).

Managing Director, Managing Director of a nation-wide and two local cultural festivals, Teacher Training University of Sabzevar (2004–2005).

Head of the Student Society for Journalism and Dialogue among Civilizations, Teacher Training University of Sabzevar (2004–2005).

Translation

Papi, M. (2014). Louis, H. Janda (2001). Psychologist's book of personality tests: 24 revealing tests to identify and overcome your personal barriers to a better life. New York, NY: John Wiley & Sons. [Translated into Persian and published in 2014 in Tehran].