Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Teaching and Researching: Motivation
20131.1k citationsZoltán Dörnyei, Ema Ushiodaprofile →
Motivation, Language Identity and the L2 Self
2009370 citationsZoltán Dörnyei, Ema Ushiodaprofile →
Language learning motivation, self and identity: current theoretical perspectives
This map shows the geographic impact of Ema Ushioda's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Ema Ushioda with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ema Ushioda more than expected).
This network shows the impact of papers produced by Ema Ushioda. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Ema Ushioda. The network helps show where Ema Ushioda may publish in the future.
Co-authorship network of co-authors of Ema Ushioda
This figure shows the co-authorship network connecting the top 25 collaborators of Ema Ushioda.
A scholar is included among the top collaborators of Ema Ushioda based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Ema Ushioda. Ema Ushioda is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Ushioda, Ema. (2013). International perspectives on motivation : language learning and professional challenges. Palgrave Macmillan eBooks.37 indexed citations
Ushioda, Ema, et al.. (2011). Researching motivation and possible selves among learners of English: the need to integrate qualitative inquiry.4 indexed citations
12.
Little, David, et al.. (2003). Learner autonomy in the foreign language classroom : teacher, learner, curriculum and assessment.93 indexed citations
13.
Little, David, et al.. (2002). Towards greater learner autonomy in the foreign language classroom : report on a research-and-development project (1997-2001).1 indexed citations
14.
Ushioda, Ema, et al.. (2002). Towards greater learner autonomy in the foreign language classroom.30 indexed citations
15.
Ushioda, Ema, et al.. (2002). Working with the European Language Portfolio in Irish Post-Primary Schools: Report on an Evaluation Project. CLCS Occasional Paper.. 87(5). 386–90.6 indexed citations
16.
Ushioda, Ema, et al.. (2002). Working with the European Language Portfolio in Irish post-primary schools: Report on an evaluation project. Warwick Research Archive Portal (University of Warwick). 1–55.6 indexed citations
17.
Ushioda, Ema, et al.. (1998). Institution-wide language programes: A research-and-development approach to their design, implementation and evaluation.4 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.