· Salehi, M. and Gholampour, S. (2022). Self, Peer, and Teacher Assessment of Oral Presentations: An Investigation of Reliability and Validity.

MEXTESOL Journal, 46(2).

· Salehi, M., Katsarou, E. (2021). BOOK REVIEW: Perspectives on Language Assessment Literacy: Challenges for Improved Student Learning. Iranian Journal of Language Teaching Research, 9(3 (Special Issue)), 134-136. doi: 10.30466/ijltr.2021.121081

· Salehi, M., Gholampour, S. (2021). BOOK REVIEW: Data Collection Research Methods in Applied Linguistics. Iranian Journal of Language Teaching Research, 9(1), 158-160. doi: 10.30466/ijltr.2021.120981

· Salehi, M. and Gholampour, S. (2021). Cheating on exams: Investigating reasons, attitudes, and the role of demographic variables. Sage Open, 11(2), DOI:10.1177/21582440211004156

· Salehi, M. (2020). Doing Replication Research in Applied Linguistics, Graeme. Porte, Kevin. McManus, Routledge, New York (2019), vii+ 182, Paperback: 9781138657359.

· Salehi, M. and Farhang, A. (2020). The effect of teacher, peer, and self-assessment on subsequent learning: The case of oral presentations. Journal of English language Teaching and Learning, 12(26), 465-493.

· Salehi, M. (2020). BOOK REVIEW: Essentials of SLA for L2 Teachers: A Transdisciplinary Framework. Iranian Journal of Language Teaching Research, 8(1), 154-156. doi: 10.30466/ijltr.2020.120813

· Salehi, M. and Pazoki, S. (2020). The Impact of Gender and Task Nature on Iranian EFL Learners’ Oral Corrective Feedback Preferences. Applied Research on English Language, 9(1), 137-154.

• Salehi, M. and Farhang, A. (2019). Teaching Graphic Novels in the English Classroom:Pedagogical Possibilities of Multimodal Literacy Engagement, Alissa Burger, Culver Stockton College Canton, Missouri (2018) vii + 183 pp.,ISBN: 978-3-319-63459-3 (pbk). Iranian Journal of Language Teaching Research, 7(2), 140-143.
• Salehi, M. Soltani, M., Tamleh, H. and Teimornezahd, S. (2019). Publishing in predatory journals. Learned Publishing. doi: 10.1002/leap.1261
• Salehi, M. and Farhang, A. (2019). On the adequacy of experimental approach to validation: The case of advertising literacy. Heliyon, 5(5), https://doi.org/10.1016/j.heliyon.2019.e01686
• Salehi, M. and Nematzadeh, A. (2018). Construct irrelevant factors and test validity: Investigating the relationship among gender, age, mother tongue, field of study and TOEFL iBT scores. Foreign Language Research, 8(1), 139-166.
• Salehi, M. and Bahrami, A. (2018). An error analysis of journal papers written by Persian authors. Cogent Arts and Humanities, 5, 1-16. (Scopus)
• Lale, B., and Salehi, M. (2017). The effect of oral authentic materials on Iranian EFL learners’ motivation and listening comprehension ability. Journal of Technology and Education, 12 (10064), 29-38.
• Salehi, M. and Tarjoman, M. (2017). An investigation of a nationwide exam from a critical language testing perspective. Cogent Social Sciences, 3(1), 1-16. (ISI)
• Salehi, M. and Neysani, A. (2017). Receptive intelligibility of Turkish to Azeri speakers living in Iran. Cogent Education (ISI Journal published by Taylor and Francis). (Scopus)
• Salehi, M. and Sayyar, Z. (2017). The reliability and the validity of self-, peer-, and teacher assessment. South African Linguistics and Applied Language Studies, December. (ISI Journal published by Taylor and Francis).
• Salehi, M. and Abdi, F. (2016). Comparing the effects of metacognitive-based teaching and task-based teaching on pragmatic competence of Iranian EFL learners. English for Specific World Purposes, 50(17), 1-16.
• Salehi, M. and Mahboob Basiri, N. (2016). Gauging the processing times of ambiguous sentences: A reaction time on Persian undergraduate learners. Athens Journal of Education, 3(2), 155-171.
• Salehi, M. and Daryabar, B. (2014). Self and peer assessment of oral presentations: Investigating correlations and attitudes. English For Specific World Purposes World, 42.
• Salehi, M., Jahangard, A., and Moradi Mousavi, M. (2014). The needs analysis of science and engineering students’ language learning program: A Mixed-methods approach. Global Journal of Foreign Language Teaching, 3(1), 19-34.
• Salehi, M., and Jafari, H. (2014). Development and validation of an EFL self-regulation inventory. Southern African Linguistics and Applied Language Studies. (ISI Journal published by Taylor and Francis).
• Salehi, M., and Tayebi, A. (2013). Differential item functioning in terms of gender in the reading comprehension subtest of a high stakes test. Iranian Journal of Applied Language Studies, Vol 4, no 1, Spring and Summer Issue.
• Salehi, M., and Isavi, E. (2013). Developing a test of interlanguage pragmatics for Iranian EFL learners in relation to the speech acts of request and apology. Iranian Journal of Language Issues.

· Salehi, M. (2013). The effect of instruction on the development of pragmatic competence. International Journal of Social Science Research, 1(2), 111-122.

· Salehi, M. and Bagheri Sanjareh, H. (2013). What is the impact of response format on validating grammaticality judgment tests? Journal of Teaching English Language and Literature Society of Iran.

· Salehi, M., and Bagheri Sanjareh, H. (2013). On the comparability of C-test and cloze test: A verbal protocol approach. English for Specific Purposes World, June Issue.

· Salehi, M., and Kia, E. (2013). The effect of explicit and implicit instruction of English thanking and complimenting formulae on the developing pragmatic competence of Iranian EFL learners. Journal of Basic and Applied Scientific Research.

· Salehi, M. and Vafakhah, S. (2013). A comparative study of reciprocal teaching only and explicit teaching of strategies before reciprocal teaching on reading comprehension of EFL learners. Australian Journal of Basic and Applied Sciences, 7(2), 148-155.

· Salehi, M. and Bagheri H. S. (2013). The impact of response format on learners’ test performance of grammaticality judgment tests. Journal of Basic and Applied Scientific Research, Vol 3, N. 3.

· Salehi, M. and Gerami, S. (2012). On the relationship between multiple intelligences and achievement among engineering students. English for Specific Purposes World, June Issue.

· Salehi, M. (2012). The construct validity of a test: A triangulation of approaches. Language Testing in Asia, 2(2).

· Salehi, M. and Tayebi, A. (2012). Differential item functioning: Implications for test validation. Journal of Language Teaching and Research, Vol 3, No 1.

· Salehi, M. (2011). The acquisition of pied piping and preposition stranding by Persian learners of English. Iranian EFL Journal, 7 (3), 85-100.

· Salehi, M. (2011). Investigating the English language needs of engineering students. English for Specific Purposes World, Vol 10, issue 31.

· Salehi, M. (2011). Test taking strategies: Implications for test validation. Journal of Language Teaching and Research, 2 (4), 850-858.

· Salehi, M. (2011). On the construct validity of the reading section of the university of Tehran English Proficiency Test. Journal of English Language Teaching and Learning, Faculty of Literature and Humanities of Tabriz University, 222, 129-160.

· Salehi, M. (2011). On the factor structure of a reading comprehension test. English Language Teaching, 4 (2), 242-250.

· Salehi, M. and Rezaee, A. A. (2009). On the factor structure of the grammar section of the University of Tehran English Proficiency Test. Indian Journal of Applied Linguistics, 35(2), 169-187.

· Rezaee, A. A. and Salehi, M. (2008). The construct validity of the University of Tehran English Proficiency Test: A Multitrait Multimethod Approach. Journal of Teaching English Language and Literature Society of Iran, 2(8), 93-110.

· Ziahosseiny, S. M. and Salehi, M. (2007). An investigation of the relationship between motivation and language learning strategies by university students. Pazhoheshe-Zabanhahye Khareji ,41, 89-104.

· Salehi, M. (2005). Intrinsic motivation and learner autonomy. Language Forum, 31(2), 115-130.