Ema Ushioda
Biographic Data
| ID | 1691982 |
|---|---|
| NAME | Ema Ushioda |
| GIVEN NAMES | Ema |
| FAMILY NAME | Ushioda |
| SIGNATURE | USHIODA E |
| AFFILIATIONS | University of Warwick |
| ORCID | 0000-0001-9240-6208 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 72 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Ema Ushioda's essential bookshelf: Teacher engagement with classroom motivation research
Ema Ushioda is a professor and Head of the Department of Applied Linguistics at the University of Warwick. She has been interested in motivation and autonomy in language learning for over 30 years, particularly from pedagogical and qualitative research perspectives. Recent books include Teaching and researching motivation (3 rd ed.), co-authored with Zoltán Dörnyei (Routledge, 2021), and Language learning motivation: An ethical agenda for researc…
The ethics and practice of L+ classroom research: Symposium on practitioner research at Rikkyo University, Japan (online) on 5 March 2022
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Second Language Learning via Syntactic Priming: Investigating the Role of Modality, Attention, and Motivation
We examined whether input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared the primed production of English passives by 235 L2 and native English speakers in reading-to-writing versus listening-to-writing conditions. We measured immediate priming (producing passives immediately after exposure to passives) and short- and long-term learning…
Learning multiple L2 syntactic structures via chat-based alignment: What is the role of learners’ prior knowledge and conscious decisions
This study investigated whether written chat-based activities foster alignment and learning of multiple simultaneously-targeted second language (L2) syntactic structures. It further examined how these were affected by prior knowledge of the targeted structures and learners' decisions to use or avoid each structure. We tested 47 Spanish first language (L1) speakers learning L2 English. In a chat-based activity with an L1 English speaker, we examin…
Teaching and Researching Motivation
Cultivating motivation is crucial to a language learner's success – and therefore crucial for the language teacher and researcher to understand. The third edition of Teaching and Researching Motivation reflects the dramatic changes in the field of motivation research. With an increased emphasis on dynamic perspectives on motivation and its relations with other individual, social and contextual factors, this book offers ways in which advances in t…
Motivation in Second Language Acquisition
Though informed by theories of learning motivation in mainstream psychology, motivation research in second language acquisition has evolved somewhat independently to address the unique social, psychological, behavioral, and cultural complexities of acquiring a new communication code. Founded in the bilingual context of Canada in 1959, second language motivation research originated in a social‐psychological framework implicating attitudes and rela…
The Impact of Global English on Motivation to Learn Other Languages: Toward an Ideal Multilingual Self
In 2006, Graddol predicted that numbers of ‘English as a foreign language’ learners would begin to decline through the second decade of this century, as global English achieves basic skill status for children entering education in more societies across the world. As he further noted, having skills in additional languages may thus offer a competitive edge in a global job market where English skills have become commonplace, and where monolingual an…
Beyond Global English: Motivation to Learn Languages in a Multicultural World: Introduction to the Special Issue
This special issue takes a critical look at a largely uncharted area of language learning motivation: the motivation to learn languages other than English (LOTEs) in an era of globalization and multilingualism. Most 21st‐century literature on motivation in second language acquisition has focused on the learning of English, whose dominant status as a global language has significantly shaped current conceptualizations of second language motivation …
Language learning motivation through a small lens: A research agenda
In this paper I propose an agenda for researching language learning motivation ‘through a small lens’, to counteract our tendency in the second language (L2) motivation field to engage with language learning and teaching processes at a rather general level. I argue that by adopting a more sharply focused or contextualized angle of inquiry, we may be able to understand better how motivation connects with specific aspects of second language acquisi…
Teaching and Researching: Motivation
Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to …
Motivation in Second Language Acquisition
The word motivation derives from the Latin verb movere meaning “to move.” What moves a person to make certain choices, to engage in action, to persist in action—such questions lie at the heart of motivation theory and research.
Language learning motivation, self and identity: Current theoretical perspectives
Recently, the impact of globalization and the dominant status of English have provoked critical discussion in the L2 motivation field. Traditional concepts such as integrative motivation lose their explanatory power when English is becoming a ‘must-have’ basic educational skill and when there is no clearly defined target language community. In this article, I will examine how L2 motivation is currently being reconceptualized in the context of con…
Promoting teacher–learner autonomy through and beyond initial language teacher education: Centre for Applied Linguistics, University of Warwick
With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the Univ…
Key terms in second language acquisition
Key terms in second language acquisition, by Bill Van Patten and Alessandro Benati, London and New York, Continuum, 2010, viii+184pp., £45.00/$80.00 (hardback), ISBN 978-0-8264-9914-1; £14.99/$24.9
Motivation, Language Identity and the L2 Self
With contributions by leading European, North American and Asian scholars, this volume offers a comprehensive anthology of conceptual and empirical papers describing the latest developments in L2 motivation research that involves the reframing of motivation in the context of contemporary notions of self and identity.
A Person-in-Context Relational View of Emergent Motivation, Self and Identity
Language Motivation in a Reconfigured Europe: Access, Identity, Autonomy
In this paper, I propose that we need to develop an appropriate set of conceptual tools for examining motivational issues pertaining to linguistic diversity, mobility and social integration in a rapidly changing and expanding Europe. I begin by drawing on research that has begun to reframe the concept of integrative motivation in the context of theories of self and identity. Expanding the notion of identity, I discuss the contribution of the Coun…
Teaching and Researching: Motivation
Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to …
Language learning motivation through a small lens: A research agenda
In this paper I propose an agenda for researching language learning motivation ‘through a small lens’, to counteract our tendency in the second language (L2) motivation field to engage with language learning and teaching processes at a rather general level. I argue that by adopting a more sharply focused or contextualized angle of inquiry, we may be able to understand better how motivation connects with specific aspects of second language acquisi…
Language Motivation in a Reconfigured Europe: Access, Identity, Autonomy
In this paper, I propose that we need to develop an appropriate set of conceptual tools for examining motivational issues pertaining to linguistic diversity, mobility and social integration in a rapidly changing and expanding Europe. I begin by drawing on research that has begun to reframe the concept of integrative motivation in the context of theories of self and identity. Expanding the notion of identity, I discuss the contribution of the Coun…
Learning multiple L2 syntactic structures via chat-based alignment: What is the role of learners’ prior knowledge and conscious decisions
This study investigated whether written chat-based activities foster alignment and learning of multiple simultaneously-targeted second language (L2) syntactic structures. It further examined how these were affected by prior knowledge of the targeted structures and learners' decisions to use or avoid each structure. We tested 47 Spanish first language (L1) speakers learning L2 English. In a chat-based activity with an L1 English speaker, we examin…
Second Language Learning via Syntactic Priming: Investigating the Role of Modality, Attention, and Motivation
We examined whether input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared the primed production of English passives by 235 L2 and native English speakers in reading-to-writing versus listening-to-writing conditions. We measured immediate priming (producing passives immediately after exposure to passives) and short- and long-term learning…
Ema Ushioda's essential bookshelf: Teacher engagement with classroom motivation research
Ema Ushioda is a professor and Head of the Department of Applied Linguistics at the University of Warwick. She has been interested in motivation and autonomy in language learning for over 30 years, particularly from pedagogical and qualitative research perspectives. Recent books include Teaching and researching motivation (3 rd ed.), co-authored with Zoltán Dörnyei (Routledge, 2021), and Language learning motivation: An ethical agenda for researc…
Language Motivation in a Reconfigured Europe: Access, Identity, Autonomy
In this paper, I propose that we need to develop an appropriate set of conceptual tools for examining motivational issues pertaining to linguistic diversity, mobility and social integration in a rapidly changing and expanding Europe. I begin by drawing on research that has begun to reframe the concept of integrative motivation in the context of theories of self and identity. Expanding the notion of identity, I discuss the contribution of the Coun…
Motivation, Language Identity and the L2 Self
With contributions by leading European, North American and Asian scholars, this volume offers a comprehensive anthology of conceptual and empirical papers describing the latest developments in L2 motivation research that involves the reframing of motivation in the context of contemporary notions of self and identity.
A Person-in-Context Relational View of Emergent Motivation, Self and Identity
Language learning motivation, self and identity: Current theoretical perspectives
Recently, the impact of globalization and the dominant status of English have provoked critical discussion in the L2 motivation field. Traditional concepts such as integrative motivation lose their explanatory power when English is becoming a ‘must-have’ basic educational skill and when there is no clearly defined target language community. In this article, I will examine how L2 motivation is currently being reconceptualized in the context of con…
Promoting teacher–learner autonomy through and beyond initial language teacher education: Centre for Applied Linguistics, University of Warwick
With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the Univ…
Key terms in second language acquisition
Key terms in second language acquisition, by Bill Van Patten and Alessandro Benati, London and New York, Continuum, 2010, viii+184pp., £45.00/$80.00 (hardback), ISBN 978-0-8264-9914-1; £14.99/$24.9
Motivation in Second Language Acquisition
The word motivation derives from the Latin verb movere meaning “to move.” What moves a person to make certain choices, to engage in action, to persist in action—such questions lie at the heart of motivation theory and research.
Teaching and Researching: Motivation
Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to …
Language learning motivation through a small lens: A research agenda
In this paper I propose an agenda for researching language learning motivation ‘through a small lens’, to counteract our tendency in the second language (L2) motivation field to engage with language learning and teaching processes at a rather general level. I argue that by adopting a more sharply focused or contextualized angle of inquiry, we may be able to understand better how motivation connects with specific aspects of second language acquisi…
The Impact of Global English on Motivation to Learn Other Languages: Toward an Ideal Multilingual Self
In 2006, Graddol predicted that numbers of ‘English as a foreign language’ learners would begin to decline through the second decade of this century, as global English achieves basic skill status for children entering education in more societies across the world. As he further noted, having skills in additional languages may thus offer a competitive edge in a global job market where English skills have become commonplace, and where monolingual an…
Beyond Global English: Motivation to Learn Languages in a Multicultural World: Introduction to the Special Issue
This special issue takes a critical look at a largely uncharted area of language learning motivation: the motivation to learn languages other than English (LOTEs) in an era of globalization and multilingualism. Most 21st‐century literature on motivation in second language acquisition has focused on the learning of English, whose dominant status as a global language has significantly shaped current conceptualizations of second language motivation …
Motivation in Second Language Acquisition
Though informed by theories of learning motivation in mainstream psychology, motivation research in second language acquisition has evolved somewhat independently to address the unique social, psychological, behavioral, and cultural complexities of acquiring a new communication code. Founded in the bilingual context of Canada in 1959, second language motivation research originated in a social‐psychological framework implicating attitudes and rela…
Teaching and Researching Motivation
Cultivating motivation is crucial to a language learner's success – and therefore crucial for the language teacher and researcher to understand. The third edition of Teaching and Researching Motivation reflects the dramatic changes in the field of motivation research. With an increased emphasis on dynamic perspectives on motivation and its relations with other individual, social and contextual factors, this book offers ways in which advances in t…
Learning multiple L2 syntactic structures via chat-based alignment: What is the role of learners’ prior knowledge and conscious decisions
This study investigated whether written chat-based activities foster alignment and learning of multiple simultaneously-targeted second language (L2) syntactic structures. It further examined how these were affected by prior knowledge of the targeted structures and learners' decisions to use or avoid each structure. We tested 47 Spanish first language (L1) speakers learning L2 English. In a chat-based activity with an L1 English speaker, we examin…
The ethics and practice of L+ classroom research: Symposium on practitioner research at Rikkyo University, Japan (online) on 5 March 2022
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Second Language Learning via Syntactic Priming: Investigating the Role of Modality, Attention, and Motivation
We examined whether input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared the primed production of English passives by 235 L2 and native English speakers in reading-to-writing versus listening-to-writing conditions. We measured immediate priming (producing passives immediately after exposure to passives) and short- and long-term learning…
Ema Ushioda's essential bookshelf: Teacher engagement with classroom motivation research
Ema Ushioda is a professor and Head of the Department of Applied Linguistics at the University of Warwick. She has been interested in motivation and autonomy in language learning for over 30 years, particularly from pedagogical and qualitative research perspectives. Recent books include Teaching and researching motivation (3 rd ed.), co-authored with Zoltán Dörnyei (Routledge, 2021), and Language learning motivation: An ethical agenda for researc…
Psychology (15 works) · EFL/ESL Teaching and Learning (12 works) · Linguistics (11 works) · Second Language Learning and Teaching (10 works) · Mathematics education (8 works) · Sociology (8 works) · Pedagogy (7 works) · Computer Science (5 works) · Language acquisition (5 works) · Philosophy (5 works)