Toru Yamagami

Thesis: Re-conceptualising the Ideal Selves Among Japanese High School Students through Q Methodology

The aim of this PhD project is to investigate the diverse ideal selves held by Japanese high school students learning English and to explain the factors, such as role models and experiences, that contribute to their development and formation. In addition, given recent criticisms of ideal L2 self research, particularly that existing studies have been unable to find out whether a gap truly exists between learners’ current and future selves, this study also seeks to determine the extent to which learners themselves are aware of such gaps from their subjective viewpoint.

To address these objectives, Q methodology will be employed. Q methodology is a mixed methods approach designed to systematically investigate individuals’ personal opinions and perspectives. Moreover, this PhD project involves methodological refinement of Q methodology itself, with one of the major components of the project being its adaptation to fully realise its potential for capturing nuanced perspectives on L2 motivation.

Biography:

Toru is an ESRC-funded PhD candidate in the Department of Applied Linguistics, School of Education, Learning and Communication Sciences (SELCS). Before starting his PhD at Warwick, Toru completed a Master’s degree at Hokkaido University, where he conducted research on the relationship among L2 Motivational Self System (L2MSS), Students’ Perceptions of English Proficiency and Attitudes Toward Translanguaging . While at Hokkaido University, he also served for two years as a Teaching Assistant in the four-year bilingual Bachelor’s Degree programme in Japanese Studies offered by the Modern Japanese Studies Programme (MJSP), providing academic support to students. In addition, he has three and a half years of experience teaching English at a private high school in Hokkaido, where he also served as the head of the international exchange committee.

Publications:

Yamagami, T. (2025). Exploring how dual subtitle translation tool shapes high school students’ engagement and basic psychological needs in self-determination theory. Innovation in Language Learning and Teaching, 1–18. https://doi.org/10.1080/17501229.2025.2556017

Yamagami, T. (2023). The Impact of L2 Motivational Self System and Students’ Perceptions of English Proficiency on Attitudes toward Translanguaging. International Journal of TESOL & Education,3(1), 154–170. https://doi.org/10.54855/ijte.233110

Fujii, S., Mitsugi, M., Nakamura, K., Ono, Y.,Yamagami, T., Takeuchi, N., Ishizuka, H., & Kibler, R. (2022). A comparative study of learner satisfaction in synchronous and asynchronous online courses among Japanese EFL learners. Journal of Pan-Pacific Association of Applied Linguistics,26(2), 97–120.https://doi.org/10.25256/PAAL.26.2.6

Yamagami, T. (2021). An Exploratory Study on the Relationship Among L2 Motivational Self System, Students’ Perceptions of English Proficiency and Attitudes Toward Translanguaging (Unpublished master’s thesis).

Memberships:

Irish Association for Applied Linguistics (IRAAL)

British Association for Applied Linguistics (BAAL)

The International Association for the Psychology of Language Learning (IAPLL)

Department of Applied Linguistics, School of Education, Learning and Communication Sciences (SELCS)

University of Warwick

2024 Cohort

Email:

Twitter: @toru_013

LinkedIn: http://www.linkedin.com/in/toru-yamagamiLink opens in a new window

Personal Website: https://toruyamagami.com/Link opens in a new window

Supervisors:

Ema Ushioda

Richard Smith