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Personal Statement

The challenges of my early life, growing up in a household where literacy was absent and working from the age of nine, instilled in me a profound determination to seek knowledge. This drive led me to begin studying English at the Iran Language Institute in 2008, with the goal of mastering the language and sharing it with others. As I progressed, I observed many of my peers struggling with language acquisition, which sparked my interest in developing systematic teaching methods to simplify complex concepts. By 2010, I had committed to a career in pedagogy and language research, with a focus on improving language learning for diverse groups of learners.
In 2016, I earned a B.A. in English Language Translation from Payame Noor University in Tabriz, Iran. While balancing professional responsibilities, I deepened my analytical skills and honed my ability to synthesize complex information—a skill that has been instrumental in my teaching and research career. Over the past 15 years, I have gained extensive experience teaching English as a foreign language, which has provided me with keen insights into the cognitive and metacognitive processes involved in language acquisition. These experiences have laid the foundations for my current research and professional goals.
A pivotal moment in my academic development was the publication of my article, The Relationship between EFL Learners' Attitude and Their Writing Performance in an EFL Context (2016). This experience revealed the psychological dimensions of language learning and solidified my interest in research. Since then, I have expanded my research to explore the intersections of cognitive science, metacognition, and language acquisition. My recent book, Learning How to Learn (2023), synthesizes research on metacognitive strategies and offers practical tools for language learners to internalize and apply linguistic knowledge more effectively.

Research Interests
One of my current research projects, Explanations from ChatGPT: Targeted Task Improvements but No Generalized Gains in Metacognitive Abilities for Intermediate Language Learners, investigates the role of explainable artificial intelligence in language learning. This study involved 50 Iranian English learners who interacted with either an explainable version of ChatGPT, which justified its feedback, or a non-explainable version that provided feedback without elucidations. The results indicated that while the explainable ChatGPT significantly improved task accuracy on content directly related to the system’s explanations, it did not lead to generalized gains in metacognitive awareness or writing performance. These findings suggest that while explainable AI can enhance understanding of specific content, its ability to foster broader metacognitive skills remains limited.
This research piqued my interest in exploring the nuanced role of AI-driven platforms in language learning. Specifically, I am eager to investigate how AI tools can be designed to not only support task-specific improvements but also promote the development of cognitive strategies that facilitate long-term language proficiency. This work aligns closely with the research of Professor J. Elliott Casal, whose focus on computer-assisted language learning (CALL) and corpus-based language teaching resonates with my goal of optimizing AI platforms for educational use. I am particularly interested in collaborating with Professor Casal to explore how corpus tools and AI can be integrated to enhance language proficiency and academic literacy development.

Fit with the University of Memphis
The Ph.D. program in Applied Linguistics at the University of Memphis is the ideal environment for me to further develop my research into the intersections of cognitive science, linguistics, and educational technology. The program’s interdisciplinary approach, integrating perspectives from second language acquisition, psycholinguistics, and technology-enhanced language learning, offers a strong foundation for my work on AI-driven language learning platforms. Given Professor Rebecca Adams’ expertise in peer communication and collaborative writing, I am excited to explore how AI tools can enhance peer interactions and feedback mechanisms in second language learning environments.
Additionally, Professor Emily A. Thrush’s research on second language reading and writing and her focus on digital media align with my interest in using AI to personalize learning experiences for diverse learner populations. I am particularly enthusiastic about engaging in research that examines how AI tools can be applied to improve writing proficiency and reading comprehension among second language learners, especially in intercultural and international contexts. I believe that Professor Thrush’s work on intercultural communication would provide valuable insights into how digital tools can be tailored to meet the needs of learners from diverse linguistic backgrounds.
I am also eager to collaborate with Professor Lyn Wright, whose research on bi- and multilingualism, language socialization, and learner agency aligns with my interest in metacognitive strategies and learner autonomy. Her work on family language policy and multilingual families can offer new dimensions to my research on personalized learning experiences. I see significant potential in working with Professor Wright to explore how AI platforms can be adapted to foster self-regulation and metacognitive awareness in multilingual learners.

Long-Term Vision and Contributions to the Field
My long-term goal is to bridge the gap between research and practice in language education. I aspire to take on leadership roles in both academic and educational institutions where I can influence curriculum development, teacher training, and educational policy. By integrating insights from cognitive science, linguistics, and educational technology, I aim to design language programs that are grounded in research and tailored to the needs of diverse learner populations. The increasing importance of multilingualism and digital literacy in today’s globalized world presents significant opportunities to leverage AI and other innovations to make language education more accessible, personalized, and effective.
In addition to my research and professional goals, I am passionate about contributing to the academic community through mentorship and collaboration. Throughout my teaching career, I have found great fulfillment in guiding students and colleagues as they navigate the challenges of language learning and research. I look forward to continuing this work as a Ph.D. student, where I hope to foster a collaborative and inclusive academic environment that encourages critical thinking, creativity, and innovation. I believe that mentorship is key to advancing both individual growth and the broader goals of language education, and I am eager to contribute to the vibrant academic community at the University of Memphis.

Conclusion
In conclusion, the Ph.D. program in Applied Linguistics at the University of Memphis represents the ideal environment for me to pursue my academic and professional aspirations. The program’s interdisciplinary approach, integration of both theoretical and applied linguistics, and commitment to research excellence align perfectly with my goals to advance language education through cutting-edge research and innovative pedagogical strategies. I am particularly excited about the opportunity to collaborate with faculty such as Professor J. Elliott Casal, Professor Rebecca Adams, Professor Emily A. Thrush, and Professor Lyn Wright, whose expertise in areas such as computer-assisted language learning, peer interaction, second language writing, and multilingualism aligns closely with my own research interests in AI-driven language learning, metacognitive strategies, and personalized learning experiences.
I am confident that the knowledge and skills I gain through the Ph.D. program at the University of Memphis will empower me to make meaningful contributions to the field of Applied Linguistics and to the broader discourse on language education. I am eager to contribute to and learn from the vibrant academic community at the University of Memphis, and I look forward to the opportunity to engage in collaborative research that bridges the gap between technology, cognitive science, and language pedagogy.
Thank you for considering my application. I look forward to the possibility of joining the University of Memphis and contributing to its ongoing research and academic dialogue in Applied Linguistics.

Sincerely yours,
Mohammad Mousazadeh
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---BEGIN FACULTY MEMBER OF ILLINOIS STATE UNIVERSYT---
Lisya Seloni:
Biography
Lisya Seloni is a Professor of TESOL and Applied Linguistics in the Department of English at Illinois State University, where she teaches courses on composition, cross-cultural issues in TESOL, second language writing and TESOL methods and materials. Her research explores ethnographic approaches to second language writing, academic socialization and issues related to sociopolitical context of English language teaching. She is specifically interested in the ways translingual writers construct knowledge and text in various writing environments across the disciplines. Her research interests also include issues revolving around language policy, language maintenance and linguistic landscape. She is the co-author of Ethnolinguistic Diversity and Literacy Education. Her most recent publications have appeared in Journal of Second Language Writing, English for Specific Purposes, and Language Policy.
Teaching Interests & Areas
Second Language Writing, Critical Pedagogy, Intercultural Rhetoric, Cross-cultural issues in TESOL

Research Interests & Areas
Second Language Writing, Critical Pedagogy, Language Ethnography, Academic Discourse Socialization, Linguistic Landscapes


Dr. Kristina Lewis:
Biography
Dr. Kristina Lewis is Assistant Professor in TESOL and Applied Linguistics in the English Department at ISU. Her research examines student teacher identity development and how student teachers navigate and make sense of language teacher education contexts and processes. Her most recent publications have appeared in System and ELT Journal. She teaches courses related to TESOL, applied linguistics, and English usage.
Teaching Interests & Areas
TESOL Methods, TESOL Practicum, Classroom Discourse Analysis, Qualitative Research Methods, Second Language Acquisition

Research Interests & Areas
Language Teacher Identity, Second Language Teacher Education, Mentoring/Supervision in Teacher Education, Classroom Discourse Analysis, Practitioner Inquiry, Visual Methods in Applied Linguistics, Teacher Reflection
---END FACULTY MEMBER OF ILLINOIS STATE UNIVERSYT---

I want to apply for M.A. in English with the concentratoin on TESOL and Applied Linguistics at the Illinois State University. I want to keep the pattern, clarity, detailed, and academic style of my statement of purpose for the university of Memphis and revise it to make it suitable for the Illinois State University. Make sure to change my interests and make it suitable to align well with the faculty members of Illinois State University. Provide a 10/10 Statement of Purpose. I want to impress all faculty members with my Statement of Purpose.