I am currently a PhD student of Second Language Studies at Michigan State University (MSU). I received a BA in Teaching English Language and Literature from Sabzevar Teacher Training University in 2006, and an MA in Teaching English as a Foreign Language (TEFL) from Iran University of Science and Technology in 2009. I taught EFL courses at the Iranian ministry of education, Lorestan University, and some private institutes in Iran. I am also teaching LLT 361 (Second Language Learning) and LLT307 (Methods in Language Teaching) to undergraduate students at MSU to fulfill my assistantship duties.
I am interested in how language learners' motivational, emotional, and cognitive characteristics influence both the process and the outcome of their language learning pursuits. Research in these areas can largely contribute to our understanding of how we learn languages.
Teaching Interests: Second language teaching methods, TESOL theory and practice, second language acquisition, bilingual education, pedagogical grammar, introductory linguistics, introductory phonetics and phonology, research methods in language learning and teaching, language and culture, etc.
Papi, M., & Teimouri, Y. (2014). Language learner motivational types. Language Learning, 64(2).
Loewen, S., Lavolette, E., Spino, L. A., Papi, M., Schmidtke, J., Sterling, S. and Wolff, D. (2013), Statistical literacy among applied linguists and second language acquisition researchers. TESOL Quarterly.
Papi, M., & Abdollahzadeh, E. (2012). L2 teacher motivational practice, student motivation and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62, 571-594.
Papi, M., & Teimouri, Y. (2012). Dynamics of selves and motivation: A cross-sectional study in the EFL context of Iran. International Journal of Applied Linguistics. 22, 287–309.
Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38, 467-479.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66–97). Clevedon: Multilingual Matters.
Papi, M. (2016). Regulatory fit impacts on motivation and vocabulary learning. Paper to be presented at Annual Conference of the American Association for Applied Linguistics (AAAL). Orlando, FL, USA.
Waller, L., & Papi, M. (2016). Implicit theories of intelligence: How do they affect learners’ motivation for written corrective feedback? Paper to be presented at Annual Conference of the American Association for Applied Linguistics (AAAL). Orlando, FL, USA.
Papi, M., & Waller, L. (2015). The Effects of Planning Types on Task-Based L2 Written Production. Paper presented at the Annual Conference of the American Association for Applied Linguistics (AAAL). Toronto, Canada.
Papi, M. (2014). L2 motivational archetypes and their signature dynamics. Paper presented at the Annual Conference of the American Association for Applied Linguistics (AAAL). Portland, OR, USA.
Papi, M. (2013). Motivational evolution: A dynamic systems perspective. Paper presented at Second Language Research Forum. Provo, UT.
Tahmouresi, S., Teimouri, & Y., Papi. (2013). How regulatory focus impacts motivational quality: An integrated model of selves, goals, and WTC. Paper presented at Second Language Research Forum. Provo, UT.
Papi, M., & Teimouri, Y. (2012). L2 motivation as a dynamic self system: A simultaneous cross-sectional study. Paper presented at the Annual Conference of the American Association for Applied Linguistics (AAAL). Boston, MA, USA.
Sterling. S, Wolff, D., & Papi, M. (2012). Students’ and professors’ views of statistics in SLA– A call for change? Paper presented at Second Language Research Forum. Pittsburgh, PA.
July 2015 Regulatory fit effects on second language motivation and learning. Lighthouse Summer Symposium. Ferris State University.