Journal articles
Jiang, C., & Papi, M. (2022). The motivation‐anxiety interface in language learning: A regulatory focus perspective. International Journal of Applied Linguistics, 32(1), 25-40. https://doi.org/10.1111/ijal.12375
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), 498-502. https://doi.org/10.1111/modl.12790
Tahmouresi, S., & Papi, M. (2021). Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing, 53. https://doi.org/10.1016/j.jslw.2021.100837
Teimouri, Y., Papi, M., & Tahmouresi, S. (2021). How do L2 learners differentially pursue their motivational goals? The theory of L2 self-regulatory mode. Studies in Second Language Acquisition. https://doi.org/10.1017/S0272263121000413
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. https://doi.org/10.1177%2F136216882110188
Zhang, Y., & Papi, M. (2021). Motivation and second language pragmatics: A regulatory focus perspective. Frontiers in Psychology, 12. 10.3389/fpsyg.2021.753605
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. https://doi.org/10.1080/17501229.2021.1907750
Papi, M. & Khajavy., G. H. (2021). Motivational Mechanisms Underlying Second Language Achievement: A Regulatory Focus Perspective. Language Learning, 71(2).
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. https://doi.org/10.1111/modl.12624
Hiver, P., Zhou, A., Tahmouresi, S., Sang, Y., & Papi, M. (2020). Why stories matter: Exploring learner engagement and metacognition through narratives of the L2 learning experience. System. https://doi.org/10.1016/j.system.2020.102260
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.
Feng, L., & Papi, M. (2020). Persistence in language learning: The role of grit and future self-guides. Learning and Individual Differences, 81. https://doi.org/10.1016/j.lindif.2020.101904
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, 1-5. https://doi.org/10.1017/S0261444819000259
Papi, M. Bondarenko, A., Wawire, B., Jiang, C., & Zhou, A. (2019). Second language writers’ feedback-seeking behaviour: Motivational mechanisms. Reading & Writing. https://doi.org/10.1007/s11145-019-09971-6
Papi, M. Rios, A., Pelt, H., & Ozdemir, E. (2019). Second language learners’ feedback-seeking behaviour: Basic components and motivational antecedents. The Modern Language Journal. https://doi.org/10.1111/modl.12538
Papi, M. Bondarenko, A., Mansouri, S., Feng, L., & Jiang, C. (2019). Rethinking L2 Motivation Research: The 2×2 model of L2 self-guides. Studies in Second Language Acquisition. https://doi.org/10.1017/S0272263118000153
Papi. M. (2018). Motivation as quality: Regulatory fit effects on incidental vocabulary learning. Studies in Second Language Acquisition. https://doi.org/10.1017/S027226311700033X
Waller, L. & Papi, M. (2017). Motivation and feedback: how implicit theories of intelligence predict L2 writers’ motivation and feedback orientation. Journal of Second Language Writing, 35, 54-65. https://doi.org/10.1016/j.jslw.2017.01.004
Papi, M., & Teimouri, Y. (2014). Language learner motivational types: A cluster analysis study. Language Learning, 64(3), 493-525. https://doi.org/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. https://doi.org/10.1002/tesq.128
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. https://doi.org/10.1111/j.1473-4192.2012.00312.x
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. https://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, 467-479. https://doi.org/10.1016/j.system.2010.06.011
Chapters
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.
Hiver, P., & Papi, M. (2019). Complexity theory and L2 motivation. In M. Lamb, K. Csizer, A. Henry, & S. Ryan (Eds.). The Palgrave Handbook of Motivation for Language Learning (pp. 117-137). Palgrave Macmillan, Cham.
Papi, M., & Hiver, P. (accepted). Motivation. In Shaofeng Li., Phil Hiver, & Mostafa Papi (Eds.), The Routledge Handbook of Second Language Acquisition and Individual Differences. Routledge.
Papi, M., Ahmadian, M., & Vasylets, O. (accepted). Individual differences for second language writing. In Shaofeng Li, Phil Hiver, & Mostafa Papi (Eds.), The Routledge Handbook of Second Language Acquisition and Individual Differences. Routledge.
Papi, M. (in press). 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. Bloomsbury.
Papi, M. (in press). The role of motivational and affective factors in learners’ writing performance and engagement with written corrective feedback. In Rosa M. Manchón & Charlene Polio (Eds.), Handbook of Second Language Acquisition and Writing. Routledge.
Dissertation
Papi, M. (2016). Motivation and learning interface: How regulatory fit affects incidental vocabulary learning and task experience. Michigan State University. https://doi.org/doi:10.25335/M5R79Q
Books
Li, S., Hiver, P., & Papi, M. (in press). The Routledge Handbook of Second Language Acquisition and Individual Differences. Manuscript under contract for publication, Routledge.
Papi's Lab 