Agawa, T., & Takeuchi, O. (2016a). Validating self-determination theory in the Japanese EFL context: The relationship between innate needs and motivation. The Asian EFL Journal Quarterly, 18, 6-22.
Agawa, T., & Takeuchi, O. (2016b). Re-examination of psychological needs and L2 motivation of Japanese EFL learners: An interview study. The Asian EFL Journal Professional Teaching Articles, 89, 74-98.
Fukui, H. and Yashima, T. (2021).Exploring evolving motivation to learn two languages simultaneously in a study-abroad context.The Modern Language Journal, 105, 1, 267-293.https://doi.org/10.1111/modl.12695
Furuya, A. (2021). How do listening comprehension processes differ by second language proficiency? Top-down and bottom-up perspectives. International Journal of Listening, 35, 123–133. https://doi.org/10.1080/10904018.2019.1694411
Ikeda, M. （2008). The influence of learners’ vocabulary size on EFL Reading strategy instruction. Asian Journal of English Language Teaching, 18, 89-103. （Chinese University Press）
Koyama, T., & Takeuchi, O.（ 2007). Does look-up frequency help reading comprehension of EFL learners? Two empirical studies of electronic dictionaries. CALICO Journal, 25, 110-125.（CALICO）
Krishna, K. （2004). Metaphorical systems and their implications to teaching English as a foreign language. The Journal of Asian TEFL, 6, Retrieved from http://www.asian-efl-journal.com/04_kk.php（AsiaTEFL）
Lucas, M. W. (2020). Cross-linguistic influence and plural marking: Enhancing error recognition and written accuracy among Japanese EFL learners through web-based awareness-raising. Language Awareness, 29(2), 155–177. https://doi.org/10.1080/09658416.2020.1737096
Lucas, M. W. (2018). Not all nouns are created equal: Japanese EFL learners, written English, and plural marking of loanwords and non-loanwords. The Asian EFL Journal, 20(6), 114–144.
Mizumoto, A., & Takeuchi, O. （2009). Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students. Language Teaching Research, 13, 425-449.（Sage Press） https://doi.org/10.1177/1362168809341511
Nishida, R., & Yashima, T.（2010). Classroom interactions of teachers and elementary school Pupils as observed during a musical project in a Japanese elementary school. System, 38, 480-490.（Elsevier） https://doi.org/10.1016/j.system.2010.03.017
Sasaki, A., & Takeuchi, O. （2010). EFL students’ vocabulary learning in NS-NNS e-mail interactions: Do they learn new words by imitation? ReCALL, 22, 70-82.（Cambridge University Press） https://doi.org/10.1017/S0958344009990206
Sasaki, A., & Takeuchi, O. （2011). EFL students’ metalinguistic awareness in E-mail tandem. In M. Levy et al.（Eds.), WorldCALL: International perspectives on computer-assisted language learning（Chapter 4, 55-69). NY: Routledge.
Sugita, M., & Takeuchi, O. （2010). What can teachers do to motivate their students? A classroom research on motivational strategy use in the Japanese EFL context. Innovation in Language Learning and Teaching, 4, 21-35.（Routledge） https://doi.org/10.1080/17501220802450470
Ueki, M., & Takeuchi, O. (2013a). Exploring the concept of the ideal L2 self in an Asian EFL context: The case of Japanese university students. The Journal of Asian TEFL, 10, 25-45. （AsiaTEFL）
Ueki, M., & Takeuchi, O. (2013b). Forming a clearer image of the ideal L2 self: The L2 Motivational Self System and learner autonomy in a Japanese EFL context. Innovation in Language Learning and Teaching, 7, 238-255.（Routledge） https://doi.org/10.1080/17501229.2013.836205
Yabukoshi, T., & Takeuchi, O. （2009). Language learning strategies used by lower secondary school learners in a Japanese EFL context. International Journal of Applied Linguistics, 19, 136-172.（Wiley-Blackwell） https://doi.org/10.1111/j.1473-4192.2009.00221.x