Aoyama, T., & Yamamoto, T. (2020). Equifinality approach to exploring the learning trajectories of language learners and teachers. In Sampson, R. and Pinner, R. (eds.) Complexity Perspectives on Researching Language Learner and Teacher Psychology (pp. 152–173). Bristol, England: Multilingual Matters. [Publisher website] [Google Books Preview]
[Forthcoming]
Aoyama, T. (forthcoming). Challenges and practical solutions in applied linguistics systematic review: A reflective perspective. In Xxxx (eds.) Xxxxx.
Consoli, S., & Aoyama, T. (Eds.) (in prep). Methodological innovations in language learning motivation research [Special issue]. Innovation in Language Learning and Teaching
[2024]
Aoyama, T., Yamazaki, J. S., Nakamura, S., Vuogan, A., An, H., Kim., C., & Al-Hoorie, A. H. (2024). Conceptualization and operationalization in L2 task engagement research: Taking stock and moving forward. Language Teaching, 57(4), 597–601. https://doi.org/10.1017/S026144482400020X
Miwa, S., Jitosho, R., Aoyama, T., Mukai, H., & Akamatsu, D. (2024). Implicit preferences and language performance: Using a paper-and-pencil implicit association test to predict English engagement and performance. Current Psychology, 43, 7183–7192. https://doi.org/10.1007/s12144-023-04906-5
[2022]
Aoyama, T., & Ouchi, R. (2022). [Book Review] Sarah Mercer and Zoltán Dörnyei: ENGAGING LANGUAGE LEARNERS IN CONTEMPORARY CLASSROOMS. Cambridge University Press, 2020. Applied Linguistics, 43(3), 619–622. https://doi.org/10.1093/applin/amab029 [ResearchGate]
Aoyama, T. (2022). Language learning motivation research in ARELE: A review of research trends and characteristics. Shinshu University Journal of Educational Research and Practice, 16, 1–16. https://doi.org/10.50928/0002000813
[2021]
Aoyama, T., Shimada, H., Yamamoto, H., & Sakai, H. (2021). Reexamining Aoyama et al.’s (2020) L2 WTC model for Japanese junior high school students. CELES Journal, 50, 1–8. https://doi.org/10.20713/celes.50.0_1
Aoyama, T. (2021). Doing a part-time PhD from overseas during the COVID pandemic: Some personal reflections. BAAL News, 118, 17. [LINK]
[2020]
Consoli, S., & Aoyama, T. (2020). Longitudinal L2 motivation inquiry: A response to Lamb's (2016) 'when motivation research motivates: issues in long-term empirical investigations'. Innovation in Language Learning and Teaching, 14, 178–187. https://doi.org/10.1080/17501229.2018.1548081
Aoyama, T., Shimada, H., Kikuhara, K., & Sakai, H. (2020). Developing the L2 willingness to communicate model for junior high school students. CELES Journal, 49, 17–24. https://doi.org/10.20713/celes.49.0_17
[2019]
Aoyama, T. (2019). Understanding motivation in the language classroom: Insights from complexity perspectives. Journal of the Center for Foreign Language Education, 14, 33–43. [Download]
Honda, K., Aoyama, T., Kida, Y., & Tadokoro, T. (2019). Innovative overseas teaching practicums in pre-service training: The case of local public/private schools in Vienna, Austria. Bulletin of The Faculty of Education, Chiba University, 67. (*Published in Japanese)
[2018]
Honda, K., Hoshika, M., Aoyama, T., Someya, F., & Yamamoto, T. (2018). A Systematic Review of Articles in KATE 1–31: The changing trends in the field of English education. KATE Journal, 32. https://doi.org/10.20806/katejournal.32.0_85
Aoyama, T., Hoshika, M., & Honda, K. (2018). Reporting practices in L2 quantitative research: A systematic review of ARELE 13–28. Annual Review of English Language Education in Japan, 29. https://doi.org/10.20581/arele.29.0_241
Consoli, S., & Aoyama, T. (2018). The forum on language learning motivation: The first steps. ELT Research, 33.
[2017]
Aoyama, T., & Consoli, S. (2017). Introducing FOLLM: Forum on language learning motivation. The Warwick ELT, 1, 308–314.
Honda, K., Aoyama, T., Tadokoro, T., & Kida, Y. (2017). The overseas teaching practicum in pre-service English teacher training: A qualitative data analysis using SCAT. Annual Review of English Language Education in Japan, 28, 289–301. [Download]
Aoyama, T. (2016). Dynamics and complexity of the psychology of language learning in context: A case study of three returnees in Japan. Unpublished MA dissertation, University of Warwick, UK.