Doctoral Journeys –Beyond the Doctorate: Ema Ushioda
Author: Yumiko Fujita-Imanishi
DProf in TESOL at University of St Andrews (Doctoral Student), Scotland, UK
Co-author: Ema Ushioda
PhD Professor in Applied Linguistics, Centre for Applied Linguistics, University of Warwick, UK
Abstract
This article presents insights from an interview with Ema Ushioda, focusing on her doctoral and professional journeys and the development of her academic identity, drawing on materials reported in Imanishi (2025a, 2025b, 2026). Tracing her pathway from early research interests in language, culture, and identity through doctoral study and subsequent academic work, the article highlights key intellectual influences, challenges in articulating a scholarly voice, and shifts in research focus over time. The reflections offered may resonate with practitioner-researchers and doctoral students navigating their own academic trajectories. Key literature introduced by Ushioda is listed in the Appendix.
AI Declaration
AI was used solely for language refinement, and the authors created all content.
Conflict of Interest
The authors declare no conflicts of interest regarding the content of this blog post.
要旨
本稿は、今西（2025a, 2025b; 2026）で報告された資料をもとに、Ema Ushioda 氏へのインタビューから得られた洞察を紹介するものである。インタビューでは、Ushioda 氏の博士課程での経験、専門的キャリアの歩み、そして学術的アイデンティティの形成過程に焦点を当てた。言語・文化・アイデンティティへの初期の関心から博士課程での学び、その後の研究活動へと至る道のりを丁寧にたどりながら、本稿では、彼女の思考を形づくってきた学問的背景、学術的な声（scholarly voice）をどのように形成していったのか、そして研究関心の変遷を明らかにする。Ushioda 氏が語る省察は、実践者研究者や博士課程の学生が自身の学術的な道のりを歩むうえで共感できる点が多いだろう。Ushioda 氏が紹介した主要文献は付録1にまとめた。
キーワード
学術ブログとポッドキャスト
研究者アイデンティティ
研究者の成長
博士課程教育
研究者の声
研究倫理
学術ブログとポッドキャスト
Introduction
This article reflects an interview with Professor Ema Ushioda about her doctoral and professional journeys. The full interview is available on the Spotify podcast series Doctoral Journeys – Beyond the Doctorate (Imanishi, 2026).
Doctoral Journey
What does the doctorate mean to you?
Professor Ema Ushioda completed her PhD when a doctorate was not essential for an academic career. She described it as a “luxury”—a chance to pursue a personally meaningful topic rather than a required qualification, which made the process enjoyable. She also sees the doctoral journey as never-ending.
Research Interests and the Turn to Motivation
Her Japanese–Irish background shaped her interest in language, identity, and belonging, leading her to explore psychological aspects of language learning. Her master’s dissertation examined acculturation using her parents’ data. In SLA, acculturation refers to learners’ social and psychological integration into the target language community (Schumann, 1986). At the time, quantitative social psychological models—especially Gardner and Lambert—dominated and focused mainly on learners’ attitudes, overlooking teachers and classroom practices (Ushioda, 2025). This imbalance led her to qualitative research on learners’ and teachers’ lived experiences and ultimately to her doctoral work on motivation.
Developing a Researcher Voice
A key turning point was reading Crookes and Schmidt’s (1991) Motivation: Reopening the Research Agenda, which introduced a practitioner-informed agenda (Ushioda, 2025) and reassured her that other researchers shared the perspective she had already begun to develop. This helped her shape a scholarly voice that acknowledged established figures like Gardner and Lambert while offering an alternative view. Presenting her work and receiving positive feedback from Richard Schmidt—followed by an invitation to a volume he co-edited with Zoltán Dörnyei—strengthened her sense of belonging in the research community. She also believes that maintaining an open mind is essential for recognising new perspectives as a researcher. During her final PhD year, shifts in the research field required her to rewrite her literature review and reframe the narrative of her thesis.
Learning to Write as a Researcher
Ushioda noted that all PhD students develop their academic writing through drafting, redrafting, and engaging with feedback, and she encourages them to keep early drafts to see their progress. She also highlighted the value of studying clear and effective writing, explaining that she had followed the writing style of David Little, with whom she worked, and how he built arguments and organised paragraphs, which helped shape her own academic style.
The Encounter with Zoltán Dörnyei
She first saw Dörnyei shortly after completing her PhD, though they did not speak at the time. Their first direct interaction came a few years later, when Dörnyei was invited to give a talk at Trinity College Dublin. By then, he was familiar with her work, and their conversations proved influential for her subsequent scholarly development.
Professional Journey
From Doctoral Graduate to Academic Researcher
After completing her PhD, Ushioda worked in research-embedded roles at Trinity College Dublin, coordinating EU-funded language programmes and collaborating with foreign language teachers on projects supporting students’ motivation and autonomy. She later chose the University of Warwick over an offer from Dörnyei to build an independent academic identity, noting that being addressed as “Doctor” carried personal significance in a gendered society.
Shifts in Research Focus: From Motivation to Ethics and AI
Her ethical concerns later informed her interest in generative AI, particularly questions of academic integrity and how multilingual writers navigate AI-assisted writing. Despite inconsistent policies, AI tools offer clear benefits, and she is now leading a funded project on these issues.
Researcher Well-being
Her curiosity and enjoyment of thinking through her experiences help her stay motivated in research. Given her focus on motivation, she believes she manages her emotions and stress well through social interaction.
Recent Key Literature
Kubanyiova (2008) stresses the importance of ethical relationships with participants and sustained reflexivity. Consoli and Ganassin’s (2023) book also offers a clear, accessible introduction to reflexivity in applied linguistics and why it matters for researchers.
Messages for Doctoral Students
Ushioda advises doctoral students to choose topics driven by genuine curiosity; a PhD is too long to pursue something you do not deeply care about. She encourages students to embrace confusion in the early stages, as it signals deep thinking, and to resist perfectionism—a thesis must be “good enough,” not flawless.
Closing Reflection
Reflecting on Professor Ema Ushioda’s journey reminded me that becoming a researcher is a relational process shaped by the experiences and influences that surround us. I also learned the importance of understanding a field’s history, as current studies often build upon earlier ideas and connections. It was also interesting to see how she came to develop the ‘person-in-context’ approach (Ushioda, 2009). I also hope to deepen my understanding of reflexivity and how my assumptions and positioning influence the research process.
Acknowledgement
I sincerely thank Professor Ema Ushioda for generously sharing her time and experiences for this interview, which formed the basis of this article.
References
- Consoli, S., & Ganassin, S. (Eds.). (2023). Reflexivity in applied linguistics: Opportunities, challenges, and suggestions. Routledge. https://doi.org/10.4324/9781003149408
- Crookes, G. & Schmidt, R. W. (1991). Motivation: Re-opening the research agenda. Language Learning, 41(4), 469–512.
- Imanishi, Y. F. (2025a). Doctoral Journeys – Beyond the Doctorate: Researcher voice, insight, and identity. St Andrews Journal of International and Language Education, 1(2), Article 2953. https://doi.org/10.15664/wpwk9350
- Imanishi, Y. F. (2025b). Doctoral Journeys – Beyond the Doctorate: Researcher Voice, Insight, and Identity [Blog post]. St Andrews Journal of International and Language Education (SAJILE). https://sajile.wp.st-andrews.ac.uk/2025/08/03/doctoral-journeys-beyond-the-doctorate-researcher-voice-insight-and-identity/
- Imanishi, Y. F. (2026, January 4). Doctoral Journeys – Beyond the Doctorate: Ema Ushioda[Audio podcast episode]. In Doctoral Journeys – Beyond the Doctorate. https://open.spotify.com/episode/5KaqqW5aS7CDFoOl4FK7Oj?si=txzk83lbTr2c1694CDDnqQ
- Kubanyiova, M. (2008). Rethinking research ethics in contemporary applied linguistics: The tension between macroethical and microethical perspectives in situated research. Modern Language Journal, 92(4), 503–518.
- Schumann, J. H. (1986). Research on the acculturation model for second language acquisition. Journal of Multilingual and Multicultural Development, 7(5), 379–392.
- Ushioda, E. (2009). 11. A Person-in-Context Relational View of Emergent Motivation, Self and Identity. In Z. Dörnyei & E. Ushioda (Eds), Motivation, Language Identity and the L2 Self (pp. 215–228). Multilingual Matters. https://doi.org/10.21832/9781847691293-012
- Ushioda, E. (2020). Language learning motivation: An ethical agenda for research. Oxford University Press.
- Ushioda, E. (2025). Ema Ushioda’s essential bookshelf: Teacher engagement with classroom motivation research. Language Teaching 58(1): 87–98. (First published online 2022)
Ushioda’s Key Literature
1. Key literature that shaped Ushioda’s doctoral journey
- Crookes, G. & Schmidt, R. W. (1991). Motivation: Re-opening the research agenda. Language Learning, 41(4), 469–512.
- Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning,40(1), 46–78.
- Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal,78(3), 273–284.
- Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
- Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Newbury House.
- Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Authentik.
- Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78(1), 12–28.
2. Influential works Ushioda has encountered since becoming a researcher
- Deci, E. L., & Flaste, R. (1996). Why we do what we do: Understanding self-motivation. Penguin.
- Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.
- Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100(Supplement 2016), 19–47.
- Guillemin, M., & Gillam, L. (2004). Ethics, reflexivity, and ‘ethically important moments’ in research. Qualitative Inquiry, 10(2), 261–280.
- Kubanyiova, M. (2008). Rethinking research ethics in contemporary applied linguistics: The tension between macroethical and microethical perspectives in situated research. Modern Language Journal, 92(4), 503–518.
- Lamb, M. (2018). When motivation research motivates: Issues in long-term empirical investigations. Innovation in Language Learning and Teaching, 12(4), 357–370.
- Lantolf, J. P., & Pavlenko, A. (2001). (S)econd (L)anguage (A)ctivity theory: Understanding second language learners as people. In M. P. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 141–158). Longman.
- Legenhausen, L. (1999). Autonomous and traditional learners compared: The impact of classroom culture on attitudes and communicative behaviour. In C. Edelhoff & R. Weskamp (Eds.), Autonomes Fremdsprachenlernen (pp. 166–182). Hueber.
- Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Longman.
- Ortega, L. (2005). For what and for whom is our research? The ethical as transformative lens in instructed SLA. Modern Language Journal,89(3), 427–443.
- Richards, K. (2006). ‘Being the teacher’: Identity and classroom conversation. Applied Linguistics, 2 (1), 51–77.
- Sampson, R. J, (2016). Complexity in classroom foreign language learning motivation: A practitioner perspective from Japan. Multilingual Matters.
3. Introductory readings Ushioda would recommend for early career or practitioner-researchers in her field
For early career or practitioner-researchers investigating motivation, Ushioda would have to recommend the following co-authored text, out of respect for the late Zoltán Dörnyei:
- Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd Ed.). Routledge.
Recommendations in relation to conducting research (including practitioner research) in language education more broadly (these include a couple of titles Ema has already listed above as influential for Ushioda):
- Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7(2), 113–141.
- Consoli, S., & Ganassin, S. (Eds.). (2023). Reflexivity in applied linguistics: Opportunities, challenges, and suggestions. Routledge.
- Guillemin, M., & Gillam, L. (2004). Ethics, reflexivity, and ‘ethically important moments’ in research. Qualitative Inquiry, 10(2), 261–280.
- Kubanyiova, M. (2008). Rethinking research ethics in contemporary applied linguistics: The tension between macroethical and microethical perspectives in situated research. Modern Language Journal, 92(4), 503–518.
- Li, N. (2006). Researching and experiencing motivation: A plea for ‘balanced research’. Language Teaching Research, 10(4), 437–456.
- McKinley, J. (2019). Evolving the TESOL teaching-research nexus. TESOL Quarterly, 53(3), 875–884.
- McKinley, J., & Rose, H. (Eds.). (2017). Doing research in applied linguistics: Realities, dilemmas, and solutions. Routledge.
- Pinner, R. S., & Sampson, R. J. (2022). Humanizing TESOL research through the lens of complexity thinking. TESOL Quarterly, 55(2), 633–642.
- Rose, H. (2019). Dismantling the ivory tower in TESOL: A renewed call for teaching-informed research. TESOL Quarterly, 53(3), 895–905.
4. Any recent publications of Ushioda that she would like to highlight
- Ushioda, E. (2020). Language learning motivation: An ethical agenda for research. Oxford University Press.
- Ushioda, E. (2023). Intuition and reflexivity: The ethics of decision-making in classroom practitioner research. Journal for the Psychology of Language Learning 5(2): 76-87.
- Ushioda, E. (2025). Ema Ushioda’s essential bookshelf: Teacher engagement with classroom motivation research. Language Teaching 58(1): 87–98. (First published online 2022)
Review by Xingbin Zhu
Key Strengths of the Draft
The integration of your personal reflections as a doctoral student alongside Professor Ushioda’s narrative creates a compelling, relational dialogue that well illustrates researcher identity development. The use of clear, thematic headings fits the academic blog format perfectly, allowing readers to easily navigate the text. And the closing reflections and Appendix provide clear, actionable takeaways and reading pathways for early-career researchers.
Suggested Areas for Improvement
1) Terminology and Citations
- In the Research Interests and the Turn to Motivation section, please spell out SLA (Second Language Acquisition) upon its first use in brackets. This bridges the knowledge gap for readers who may be from broader educational fields.
- In the same section, when mentioning that quantitative social psychological models dominated early research, clarify if you are citing Ushioda’s (2025) retrospective view or if you should directly attribute/co-cite the foundational work of Gardner and Lambert to maintain precise academic lineage.
2) Because this is a 1,000-word blog post, the individual sub-sections do not need to be structurally lengthened or combined into dense blocks of text. However, I would suggest that a few sections could be made more impactful through vivid conciseness rather than adding length. But you can do this only if it’s mentioned in original text. Otherwise, you can skip this point.
- Under “Shaping a Researcher Voice”: When noting the need for adaptability when rewriting a literature review, could you use a single, brief phrase to illustrate what that shift was? (e.g., “…shifts in the field toward qualitative perspectives required her to…”).
- Under “Learning to Write as a Researcher”: To make the nod to David Little’s writing style more helpful to the reader, consider a brief descriptor of what that style entails (e.g., “…the accessible, precise writing style of David Little…”).
- Under “The Encounter with Zoltán Dörnyei”: Since this section is quite brief, ensure its core takeaway lands powerfully. If the exact conversation cannot be shared, add a brief phrase highlighting the nature of the impact (e.g., “…their conversations proved influential in shifting her focus toward a person-in-context relational view“).
3) The categorized reading list in Appendix 1 is a great resource for doctoral students. To maximize its utility as a quick-reference blog resource, ensure the numbering or formatting visually separates the foundational texts from the introductory recommendations cleanly. I would recommend using clear markdown content blocks or quick-reference table (follow your own academic practice).
For example, instead of a continuous numbered list, you can use blockquotes and bold lead-ins to separate the sections. The markdown content blocks breaks up the text visually and highlights the “why” behind each recommendation. The example below is just to demonstrate how the formatting looks like:
Appendix 1: Professor Ushioda’s Key Literature
1. Shaping the Doctoral Journey
* Foundational Agenda: Crookes & Schmidt (1991) – Motivation: Re-opening the research agenda. * Classroom Frameworks: Dörnyei (1994) – Motivation and motivating in the foreign language classroom.
…
2. Influential Post-Doctoral Works
* The Relational Shift: Dörnyei (2009) – The L2 motivational self system. * Social Context: Norton (2000) – Identity and language learning.
…
Review by Dr Xuan Minh Ngo
Thank you for the opportunity to review this submission. This blog offers an interesting account of Professor Ema Ushioda’s doctoral and professional journey, and I believe it has the potential to become a valuable contribution to SAJILE. In particular, the topic is likely to be of interest to doctoral students and early career researchers. However, I think major revisions are required before the piece is suitable for publication. At this stage, I will not comment on language or style, as I believe the more fundamental issue concerns the overall conception and genre of the manuscript.
My main concern is the genre of the piece. I fully appreciate that a blog post does not need to follow the conventional structure of a research article. Nevertheless, because this blog is intended for publication in an academic journal, readers should still be able to identify its genre and understand the relationship between the interview, the interviewee, and the author’s reflections. At present, the manuscript appears to occupy an uncertain position between an interview transcript and a reflective commentary, making it difficult to follow.
If the intention is to present an interview with Professor Ema Ushioda, I would recommend retaining her voice throughout. Currently, many sections begin with an interview question but are followed by a third-person summary rather than a direct response. For example, the question “What does the doctorate mean to you?” is followed by “Professor Ema Ushioda completed her PhD when a doctorate was not essential for an academic career…” This creates an awkward reading experience because the format suggests an interview, while the response is written as a narrative summary. Adopting the interviewee’s own voice would create a more coherent and authentic interview genre.
This issue also raises a question regarding authorship. If most of the substantive content derives from Professor Ushioda’s interview responses, it would be appropriate to consider whether she should be recognised as the first author of the piece. An example of this approach can be found in recent interview-based publications in the field, where the interviewee’s contribution is explicitly reflected in the authorship arrangement. Please see this: https://journals.sagepub.com/doi/10.1177/00336882251372642
Alternatively, if the corresponding author intends the manuscript to be an interpretive reflection informed by the interview, then I would recommend presenting it as a reflective essay rather than as an interview. In that case, the interview questions should be removed, and the discussion should be organised around themes emerging from the interview. This would allow the author’s own analysis and reflections to become the organising principle of the manuscript.
A related issue concerns consistency. In the earlier sections, each interview question is followed by a summary of Professor Ushioda’s views and then by the author’s personal reflections. While this already feels somewhat repetitive, at least the structure is consistent. However, from the section “Learning to Write as a Researcher” onwards, the author’s reflective responses largely disappear, and the remaining sections become straightforward summaries of Professor Ushioda’s experiences. As a result, the manuscript lacks a coherent organising principle, and readers may struggle to understand what role the author intends to play throughout the piece.
Overall, I encourage the author(s) to reconsider the overall structure before revising individual sections. Three possible options might be considered:
- Present the manuscript as an interview and consistently retain the interviewee’s voice throughout.
- Present it as a reflective piece based on the interview, removing the interview questions and organising the discussion around thematic reflections.
- Adopt a hybrid approach, for example by presenting the interview first and then following it with a clearly delineated reflective section in which the author discusses the key lessons drawn from the conversation.
I believe clarifying the genre in one of these ways would substantially strengthen the manuscript and provide readers with a much more coherent reading experience.
I wish the author(s) every success with the revisions.