Nushi, M., & Fattahi, N. (in review). Selective Vulnerability and second language learning. ELT Journal.  

 Oladrostam, E., Rahmati, T., & Nushi, M. (in review). Integrating positive psychology into an English as a Foreign Language teacher education program. Asian-Pacific Journal of Second and Foreign Language Education.

 Ebn-Abbasi, F., Fattahi, N., Lee, S., Nushi, M., & Lin, L. (in review). L2 motivational self system and growth language mindsets as predictors of willingness to communicate: Cross-cultural insights into Iranian and Chinese EFL learners. Language, Culture and Curriculum.

Rahmati, T., & Nushi, M. (in press). Language teachers’ knowledge, beliefs, and practices regarding fairness and justice in technology-enhanced classroom assessment: A duoethnography.  Iranian Journal of Language Teaching Research

Fattahi, N., Ebn-Abbasi, F., Botes, E., & Nushi, M. (in press). Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms. Language Teaching Research.

Ebn-Abbasi, F., & Nushi, M. (in press).  A critical discourse analysis of former Iranian president’s speeches in the time of Covid-19: The case of holy sites lockdown. Language Related Research.

Ebn-Abbasi, F., Fattahi, N.  Sayyahi, M. J., & Nushi, M. (in press).  Language learners’ mindset and their academic engagement in online classrooms: The mediating role of achievement emotions. Asia Pacific Education Review.

Mousavi, M., Nushi, M., & Momeni, A. (in press). Lingbe: An app to practice languages with (non)native speakers. MEXTESOL.

Nushi, M., Fattahi, N., Ebn-Abbasi, F. (in press) An evaluative review of Mondly: A mobile language learning application.  The EuroCALL Review.

Nushi, M. & Aghaei, A. (in press). Intercultural representation in ELT textbooks: The case of touchstone series. MEXTESOL.

Nushi, M. & Eshraghi, M. (2023). Teachers’ awareness of dyslexia: The case of Iranian EFL context. AILA Review, 36(1), 14–37.  https://doi.org/10.1075/aila.22004.mus         

Nushi, M., Izadi, T., Jozaghian, M. (2023). HiNative: A global Q&A platform to learn language and culture. Issues and Trends in Learning Technologies, 10(2), 62-72. https://doi.org/10.2458/itlt.2999

Mardian, F. & Nushi, M. (2022). The idiodynamic method in individual differences research: a review of applications and contributions. Innovation in Language Learning and Teaching.  https://doi.org/10.1080/17501229.2022.2130335

Ebn-Abbasi, F., & Nushi, M. (2022). EFL learners’ grit, classroom enjoyment and their willingness to communicate: Iranian public school vs. private English language institute learners.  Asian-Pacific Journal of Second and Foreign Language Education, 7(24). https://doi.org/10.1186/s40862-022-00150-9

Momeni, A., & Nushi, M. (2022).  Iranian EFL teachers’ beliefs about dynamic assessment: Does context make a difference?  Language Related Research, 13(3), 403-428.

Nushi, M., & Momeni, A. (2022). Comparative study of university and language institute EFL teachers’ familiarity with and classroom practicality perception of dynamic assessment.  Education & Self Development, 17(3).  https://doi.org/10.26907/esd.17.3.04

Jabbarzadeh Sani, B., & Nushi, M. (2022). Innovative language: A critical review. NYS TESOL Journal, 9(2), 12-16.   

Oladrostam, E., Rezaee, A. & Nushi, M. (2022). Positive psychology and SLA revisited: Unearthing positive emotions in EFL classrooms. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.922413

Roshanbin, M., Nushi, M., & Abolhassani, Z. (2022). University foreign language teachers’ perceptions of professor-student rapport: A hybrid qualitative study. The Qualitative Report, 26(1). https://nsuworks.nova.edu/tqr/vol26/iss1/1

Nushi, M., & Fadaei, M. H. (2022). COVID-19 infecting global vocabulary: Implications for EFL/ESL teaching and learning. TESOL Ontario/Contact Magazine, 48(1), 38-45.

Mardian, F., & Nushi, M. (2022). Review of pragmatics and its applications to TESOL and SLA. Corpus Pragmatics, 6(1).  https://doi.org/10.1007/s41701-022-00118-7

Nushi, M., & Momeni. A. (2022).  Learn English through videos: A review of Voscreen app. The TESOL Journal, 13(1), 1-4.  https://doi.org/10.1002/tesj.655

Nushi, M., & Momeni. A., & Roshanbin, M. (2022). Characteristics of an effective university professor from students’ perspective: Are the qualities changing? Frontiers in Education, 7, 1-12.  https://doi.org/10.3389/feduc.2022.842640

Ebn-Abbasi, F., Nushi, M., & Fattahi. N. (2022). The role of L2 motivational self system and grit in EFL learners’ willingness to communicate: A study of public school vs. private English language institute learners. Frontiers in Education, 7, 1-12.  https://doi.org/10.3389/feduc.2022.837714  

Fattahi. N., & Nushi, M. (2022). The effect of gender and language proficiency on the metaphor use in the writing of TEFL students. Asian-Pacific Journal of Second and Foreign Language Education, 6(1).  https://doi.org/10.1186/s40862-021-00126-1

Nushi, M., & Dayani, A. (2022). Instagram-assisted learning of collocations and colligations: The case of Iranian EFL learners.  Education & Self Development, 17(1), 44-61.  https://doi.org/10.26907/esd.17.1.05

Nushi, M., Aghaie, A., & Roshanbin, M. (2022). WordUp: An app that teaches English words through extensive exposure to authentic materials. Vocabulary Learning Instruction, 10)1(, 64-72.  

Rahimi, S., Nushi, M. & Rahimi, F. (2021). Investigating the effect of digital image guide on visual literacy. Iranian Research Institute for Information Science and Technology (IranDoc), 37(2), 617-639.   https://doi.org/10.52547/jipm.37.2.617

Nushi, M., & Sadeghi, M. (2021). A critical review of ELSA Speak: A pronunciation app. CALL-EJ, 22(3), 287-302.

Nushi, M., & Momeni, A. (2021). Review of English listening and speaking app. TESL-EJ, 25(3),1-8

Nushi, M., & Askarian, K. (2021).  Speakingpal: Learn English, speak English. Teaching English with Technology, 21(4), 94-105.

Nushi, M., & Ghasemi, F. (2020). Teachers’ teaching styles and their beliefs about incorporating technology into l2 instruction: the case of Iranian EFL context.  Foreign Language Research Journal, 11(3), 511-539.  https://doi.org/10.22059/JFLR.2021.329359.879

Nushi, M., Nikou, N., Hosseini, M. (2021). Website review: ESL Gold. The English Connection (TEC), 25(3), 21.

Bahrami, F., Nushi, M., & Momeni, Z. (2021). A comparative study of the characteristics of Persian and French on the arrangement of structures with the aim of teaching Persian to French speakers. Literature History, 13(2).  https://doi.org/10.29252/HLIT.2021.220508.1008  

Rahimi, S., Nushi, M., & Rahimi, F. (2021). The effect of digital image guide on EFL learners’ intercultural communicative competence. Critical Language & Literary Studies, 18(26), 267-298.   https://doi.org/10.52547/clls.18.26.267

Nushi, M., & Razdar, M. (2021).  IELTS writing preparation course expectations and outcome: A comparative study of Iranian students and their teachers’ perspectives, Cogent Education, 8(1). 1-24.   https://doi.org/10.1080/2331186X.2021.1918853

Firoozkohi, A. H., & Nushi, M. (2021).  An appraisal of novice and experienced Iranian EFL Instructors’ conceptualization of TBLT. MEXTESOL, 45(2), 1-14.

Asadolahi, S., & Nushi, M. (2021). An autobiographical narrative inquiry of academic identity construction of PhD candidates through L2 authorship development. Heliyon, 7, 1-11.  https://doi.org/10.1016/j.heliyon.2021.e06293    

Nushi, M., Jafari, R., & Tayyebi, M. (2021).  Iranian advanced EFL learners’ perceptions of the gravity of their peers’ written lexical errors: The case of intelligibility and acceptability.  Interdisciplinary Studies in English Language Teaching (ISELT), 1(1), 41-56.

Darzi, G., Ahmadvand, A., & Nushi, M. (2021). Revealing gender discourses in the Qurʾān: An integrative, dynamic and complex approach. Theological Studies, 77(4), 1-11.  https://doi.org/10.4102/hts.v77i4.6228 

Nushi, M., Shirvani, D., Bahrami, G. (2021). Speaky -Language Exchange: An app to improve second language speaking skills. Journal of Foreign Language Education and Technology, 6, 31-41.

Nushi, M., & Momeni, A. (2020). Educational technologies in textbooks: The case of Iranian EAP context. Teaching English with Technology, 20(2), 3-22.

Nushi, M., & Fadaei, M. H. (2020). Newsela: A level-adaptive app to improve reading ability. Reading in Foreign Language, 32(2), 239–247.

Nushi, M., & Orouji, F. (2020).  Investigating EFL teachers’ views on listening difficulties among their learners: The case of Iranian context. Sage Open, 10(2),1-16.

Nushi, M., & Moradi, A. (2020). Google Dictionary A critical review. Issues and Trends in Learning Technologies, 8, 1-14.

Nushi, M., & Shahhosseini, K. (2020). On the efficacy of a communicative framework in teaching English phonological features absent in Persian to Iranian EFL learners. Issues in Language Teaching, 9, 57-91. https://doi.org/10.22054/ILT.2020.51623.486

Nushi, M., & Khazaei, V. (2020). Tandem language exchange. An app to improve speaking skill. Journal of Foreign Language Education and Technology, 5, 240-250.

Nushi, M. (2020). Plurals in synthetic compounds: Evidence from Persian as a first language learners.  The International Journal of Humanities, 27(3), 61-74.

Nushi, M. (2020). Reduction of EFL learners’ foreign accentedness through Ben Franklin technique.  Foreign Language Research Journal, 9(4), 1367-1401.   https://doi.org/10.22059/JFLR.2019.277249.608

Meshkinmehr, A., Purmohammad, M., Nushi, M., Talkhabi, M. (2019). Investigating the effect of applying brain-based learning principles on the learning and retention of vocabulary by EFL learners. Critical Language & Literary Studies 16(22), 239-269. [Text in Persian]

Nushi, M., & Makiabadi, H. (2018). HelloTalk: A language exchange app on your smartphone. Roshd Journal of Foreign Language Teaching, 33(2), 16-23.

Nushi, M., & Makiabadi, H. (2018). Second language learners’ phonological awareness and perception of foreign accentedness and comprehensibility by native and non-native English speaking EFL teachers. Teaching Language Skills, 36(4), 103-140.

Tayyebi, M., & Nushi, M. (2018). Significance of vocabulary and multiword expressions in reading comprehension: A case of Iranian Students. Linguistic Analysis, 4(1), 41-52.

Nushi, M., Razdar, M., & Orouji, F. (2018).  Improve English: Word games. Roshd Journal of Foreign Language Teaching, 33(1), 29-37.

Nushi, M. (2018). Exploring plagiarism policy statements on Iranian university and higher education institute websites. Journal of Management and Planning in Educational Systems, 11(2), 50-76. [Text in Persian]

Nushi, M., & Razdar, M. (2018). Sounds: The pronunciation app. Roshd Journal of Foreign Language Teaching, 32(2), 24-31.

Nushi, M., & Eqbali, M. (2018). 50Languages: A mobile language learning application. Teaching English with Technology, 18 (1), 93-104.

Nushi, M., Shafeie, S., & Shafeie, M. (2017). Game-based pronunciation teaching: Placement of stress in multisyllabic English words. Journal of Teaching English Language Studies, 5(4), 46-64

Abolhassani, Z, & Nushi, M. (2017). Postpositions in Mazandarani: Evidence for Generalizing, Historical Harmony and Natural Serialization Principle. The Linguistics Journal, 11(1), 189-204.

Nushi, M., & Firoozkohi, A. H (2017).  Plagiarism policies in Iranian university TEFL teachers’ syllabuses: An exploratory study. International Journal for Educational Integrity, 13(12), 1-18.

Nushi, M., & Eqbali, M. (2017). Memrise: Does it hold up as a language learning tool.  Roshd Journal of Foreign Language Teaching, 32(1), 18-22.

Shafeie, S., Mozafaripour, R., & Nushi, M. (2017). Phenomenological study of narratives of high-school students with different MIs about English language and learning. Advances in Cognitive Science, 19(3), 83-95. [Text in Persian]

Nushi, M., & Eqbali, M. (2017). Duolingo: A mobile application to assist second language learning. The Journal of Teaching English with Technology (TEwT),17(1), 89-98.

Nushi, M., & Tabatabaee, S. (2017). Academic vocabulary: Introduction and Instruction. Roshd Journal of Foreign Language Teaching, 31(2), 4-13. [Text in Persian]

Nushi, M. (2017). Spreeder: A Web app to develop and enhance reading speed. Reading in Foreign Language, 29(1), 178–184.

Nushi, M., & Jenabzadeh, H. (2016). Busuu: The mobile app. The TESL Reporter, 49(2), 30-38.

Nushi, M. (2016). On the role of L1 markedness and L2 input robustness in determining potentially fossilizable language forms in Iranian EFL learners’ writing. Journal of Language and Linguistic Studies, 12(2), 66-86.

Abolhassani, Z., & Nushi, M. (2016).  Evaluation of the cultural dialogue in a teaching Persian to non-Persian speakers: Suggestion for a​ ​polyphonic model. Neviseh, 11-31. [Text in Persian]

Nushi, M., Abolhassani, Z., & Mojerloo, N. (2016). An interview with Professor Farzad Sharifian.  Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 1-10. 1: 6. doi:10.1186/s40862-016-0011-x

Nushi, M., & Jenabzadeh, H. (2016). Teaching and learning academic vocabulary. California Linguistic Notes, 40(2), 51-70.

Nushi, M. (2016). On the role of L1 markedness and L2 input robustness in determining potentially fossilizable language forms in Iranian EFL learners’ writing. Journal of Language and Linguistic Studies, 12(2), 66-86.

Nushi, M., & Abolhassani, Z. (2016) Book Review. [Persian in Use: An elementary textbook of language and culture by A. Sedighi]. International Journal of Persian Literature, 1(1), 191-194.

Nushi, M., & Jabbarpoor, S. (2013).  Effect vs. effectiveness of corrective feedback on Iranian EFL learners’ written lexico-grammatical errors: Suggestions for writing accuracy improvement.  University Textbooks; Research and Development, 30(17), 22-49. [Text in Persian]

Nushi, M., & Ahmadvand, S. (2013).  Exploring authenticity: Implications and challenges for ESP.  University Textbooks: Research and Development, 27(16), 24-41. [Text in Persian]

Marefat, F., & Nushi, M. (2012). Combating Fossilization through Feedback. Does it work? Iranian Journal of Applied Linguistics, 15(1), 43-71.

Birjandi, P. & Nushi, M. (2010). Nonverbal communication in models of Communicative Competence and L2 teachers’ ratings. Journal of English Studies, 1(1), 1-17.

Marefat, H., & Nushi, M. (2005). Syntactic ambiguity resolution: A case of L2 learners. Journal of Cognitive Science, 6(1), 55-71.