Thi Ngoc Yen Dang
Biographic Data
| ID | 1692584 |
|---|---|
| NAME | Thi Ngoc Yen Dang |
| GIVEN NAMES | Thi Ngoc Yen |
| FAMILY NAME | Dang |
| SIGNATURE | DANG T N Y |
| AFFILIATIONS | University of Leeds |
| ORCID | 0000-0002-3189-7776 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 45 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Second language knowledge of academic collocations and its relationship with knowledge of academic words and general high-frequency words
Knowledge of academic collocations is important for academic communication. Examining its relationship with knowledge of academic words and general high-frequency words should provide insights into the relative value of prior knowledge of different kinds of single words for the development of collocational knowledge in academic contexts, thus expanding our understanding of vocabulary knowledge beyond the current conception of individual word know…
Spanish–English cognates and false cognates in academic spoken vocabulary
Despite the positive effect of cognate knowledge for L2 vocabulary acquisition and the importance of comprehending academic spoken English for academic success, little is known about the nature of cognates in academic spoken English. This study identified Spanish–English cognates among academic spoken English words, represented by Dang, Coxhead, and Webb’s (2017 “The academic spoken word list,” Language Learning, 67: 959–97. doi: 10.1111/lang.122…
Education lecturers’ expectations about writing proficiency
Tracking the development in second language writers’ use of academic vocabulary in discipline-specific assignments
Few longitudinal studies have examined the development of second language (L2) writers’ use of academic vocabulary in discipline-specific assignments. This study tracked the use of expert vocabulary and proficient novice vocabulary in assignments written by 230 L2 writers across two semesters of postgraduate study in Education and Engineering programs. Gardner and Davies’s (2014) Academic Vocabulary List (AVL) and Malmström et al.’s (2018) Produc…
Operationalising critical thinking in postgraduate disciplinary writing
Research has revealed that critical thinking (CT) can predict undergraduate academic performance well. It is essential for nurturing students’ unique voice and creativity, especially in the era of Large Language Models (LLMs). LLMs can generate linguistically complex texts, potentially overshadowing students’ authorial voices—particularly those still developing language skills and domain-specific knowledge. Despite this, research on CT within sub…
Applications of word lists in second language learning and teaching
Although word lists have generated a great deal of attention from researchers, there has been no comprehensive review of the applications of word lists in second language learning and teaching. This article reviews the development, validation, and applications of 50 word list studies that were published and discussed in major international peer-reviewed Applied Linguistics and TESOL journals from 2013 to 2023. It shows that the methodology of wor…
Learning academic vocabulary through reading online news
Although corpus-driven studies have suggested that non-academic texts such as online news can be a potential resource for learning specialized words and multiword sequences, no intervention studies have been conducted to examine whether learning actually happens from exposure to these texts. Adopting a quasi-experimental design, the present research investigated the potential of online news for incidentally learning academic words and multiword s…
Online News as a Resource for Incidental Learning of Core Academic Words, Academic Formulas, and General Formulas
Knowledge of academic words, academic formulas and general formulas is essential for second language learners, but resources for incidental learning of these lexical items are very limited, especially in English as a Foreign Language contexts. This study employed a corpus‐driven approach to examine the potential of online news for incidental learning of core academic words, academic formulas, and general formulas. Twenty‐six corpora were created …
Researching Vocabulary
Mixed methods research combines both quantitative and qualitative approaches to examine a phenomenon from different perspectives. Although mixed methods research enables researchers to achieve a broader and deeper understanding of the phenomenon, vocabulary studies employing this approach are limited in number. This entry provides an overview of the use of mixed methods research in three major lines of vocabulary studies: description, pedagogy, a…
Open Access Academic Lectures as Sources for Incidental Vocabulary Learning
Open access academic lectures are potential sources for incidental vocabulary learning. These lectures are available in various formats (transcripts, audios, videos, and video with captions), but no studies have compared the learning of vocabulary in these lectures through different input modes. This study adopted a pretest–posttest design to compare learning at the meaning recall level of 50 words in the same academic lecture through five input …
A corpus-based study of vocabulary in conference presentations
Vocabulary in academic lectures
Incidental Learning of Single Words and Collocations Through Viewing an Academic Lecture
Academic lectures are potential sources of vocabulary learning for second language learners studying at universities where English is the medium of instruction, as well as those in English for Academic Purposes (EAP) programs. Topic-related vocabulary is likely to occur frequently in academic texts, and academic speech consists of a reasonable proportion of frequently occurring sequences of words. Yet no intervention studies have explored the pot…
Vocabulary in EAP learning materials
Relationships between lexical coverage, learner knowledge, and teacher perceptions of the usefulness of high‐frequency words
The Challenge Foreign language learners should learn the words that are most useful for them. Information from various sources (corpora, teachers, and learners) has been used to identify these words. One question that arises is to what extent these data sets correlate to one another. This study aims to address this question
Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes
In this quasi-experimental study, 165 learners of English for academic purposes at a university in China were randomly assigned to five experimental groups and a control group. Each experimental group encountered 19 target collocations in the same academic lecture in one of the following input modes: (a) reading, (b) listening, (c) reading while listening, (d) viewing, and (e) viewing with captions. The control group did not receive any treatment…
Selecting Lexical Units in Wordlists for Efl Learners
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Vocabulary in high-school EFL textbooks
The Potential for Learning Specialized Vocabulary of University Lectures and Seminars Through Watching Discipline‐Related TV Programs
This study investigated the potential of discipline‐related television programs as sources for incidental learning of specialized vocabulary used in university lectures and seminars. First, a Medical Spoken Word List (MSWL) of 895 specialized word types was developed from a 556,074‐word corpus of medical lectures and seminars based on a mixed method: corpus‐driven analysis, specialized dictionary checking, and expert ratings. Then, an 11,036,771‐…
A Hard Science Spoken Word List
A Hard Science Spoken Word List (HSWL) was developed and validated to help second language learners of hard sciences better comprehend academic speech at English-medium universities. It consists of the 1,595 most frequent and wide ranging word families in a 6.5-million running word hard science spoken corpus which represents 12 subjects across two equally-sized sub-corpora. Its coverage in different discourse types indicates that the HSWL truly r…
The Academic Spoken Word List
The linguistic features of academic spoken English are different from those of academic written English. Therefore, for this study, an Academic Spoken Word List (ASWL) was developed and validated to help second language (L2) learners enhance their comprehension of academic speech in English-medium universities. The ASWL contains 1,741 word families with high frequency and wide range in an academic spoken corpus totaling 13 million words. The list…
Evaluating lists of high-frequency words
This study compared the lexical coverage provided by four wordlists [West’s (1953) General Service List (GSL), Nation’s (2006) most frequent 2,000 British National Corpus word families (BNC2000), Nation’s (2012) most frequent 2,000 British National Corpus and Corpus of Contemporary American-English word families (BNC/COCA2000), and Brezina and Gablasova’s (2015) New-GSL list] in 18 corpora. The comparison revealed that the headwords in the BNC/CO…
The lexical profile of academic spoken English
The Academic Spoken Word List
The linguistic features of academic spoken English are different from those of academic written English. Therefore, for this study, an Academic Spoken Word List (ASWL) was developed and validated to help second language (L2) learners enhance their comprehension of academic speech in English-medium universities. The ASWL contains 1,741 word families with high frequency and wide range in an academic spoken corpus totaling 13 million words. The list…
The Potential for Learning Specialized Vocabulary of University Lectures and Seminars Through Watching Discipline‐Related TV Programs
This study investigated the potential of discipline‐related television programs as sources for incidental learning of specialized vocabulary used in university lectures and seminars. First, a Medical Spoken Word List (MSWL) of 895 specialized word types was developed from a 556,074‐word corpus of medical lectures and seminars based on a mixed method: corpus‐driven analysis, specialized dictionary checking, and expert ratings. Then, an 11,036,771‐…
Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes
In this quasi-experimental study, 165 learners of English for academic purposes at a university in China were randomly assigned to five experimental groups and a control group. Each experimental group encountered 19 target collocations in the same academic lecture in one of the following input modes: (a) reading, (b) listening, (c) reading while listening, (d) viewing, and (e) viewing with captions. The control group did not receive any treatment…
Vocabulary in high-school EFL textbooks
Online News as a Resource for Incidental Learning of Core Academic Words, Academic Formulas, and General Formulas
Knowledge of academic words, academic formulas and general formulas is essential for second language learners, but resources for incidental learning of these lexical items are very limited, especially in English as a Foreign Language contexts. This study employed a corpus‐driven approach to examine the potential of online news for incidental learning of core academic words, academic formulas, and general formulas. Twenty‐six corpora were created …
Vocabulary in EAP learning materials
The lexical profile of academic spoken English
Evaluating lists of high-frequency words
This study compared the lexical coverage provided by four wordlists [West’s (1953) General Service List (GSL), Nation’s (2006) most frequent 2,000 British National Corpus word families (BNC2000), Nation’s (2012) most frequent 2,000 British National Corpus and Corpus of Contemporary American-English word families (BNC/COCA2000), and Brezina and Gablasova’s (2015) New-GSL list] in 18 corpora. The comparison revealed that the headwords in the BNC/CO…
The Academic Spoken Word List
The linguistic features of academic spoken English are different from those of academic written English. Therefore, for this study, an Academic Spoken Word List (ASWL) was developed and validated to help second language (L2) learners enhance their comprehension of academic speech in English-medium universities. The ASWL contains 1,741 word families with high frequency and wide range in an academic spoken corpus totaling 13 million words. The list…
A Hard Science Spoken Word List
A Hard Science Spoken Word List (HSWL) was developed and validated to help second language learners of hard sciences better comprehend academic speech at English-medium universities. It consists of the 1,595 most frequent and wide ranging word families in a 6.5-million running word hard science spoken corpus which represents 12 subjects across two equally-sized sub-corpora. Its coverage in different discourse types indicates that the HSWL truly r…
Vocabulary in high-school EFL textbooks
The Potential for Learning Specialized Vocabulary of University Lectures and Seminars Through Watching Discipline‐Related TV Programs
This study investigated the potential of discipline‐related television programs as sources for incidental learning of specialized vocabulary used in university lectures and seminars. First, a Medical Spoken Word List (MSWL) of 895 specialized word types was developed from a 556,074‐word corpus of medical lectures and seminars based on a mixed method: corpus‐driven analysis, specialized dictionary checking, and expert ratings. Then, an 11,036,771‐…
Selecting Lexical Units in Wordlists for Efl Learners
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
A corpus-based study of vocabulary in conference presentations
Vocabulary in academic lectures
Incidental Learning of Single Words and Collocations Through Viewing an Academic Lecture
Academic lectures are potential sources of vocabulary learning for second language learners studying at universities where English is the medium of instruction, as well as those in English for Academic Purposes (EAP) programs. Topic-related vocabulary is likely to occur frequently in academic texts, and academic speech consists of a reasonable proportion of frequently occurring sequences of words. Yet no intervention studies have explored the pot…
Vocabulary in EAP learning materials
Relationships between lexical coverage, learner knowledge, and teacher perceptions of the usefulness of high‐frequency words
The Challenge Foreign language learners should learn the words that are most useful for them. Information from various sources (corpora, teachers, and learners) has been used to identify these words. One question that arises is to what extent these data sets correlate to one another. This study aims to address this question
Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes
In this quasi-experimental study, 165 learners of English for academic purposes at a university in China were randomly assigned to five experimental groups and a control group. Each experimental group encountered 19 target collocations in the same academic lecture in one of the following input modes: (a) reading, (b) listening, (c) reading while listening, (d) viewing, and (e) viewing with captions. The control group did not receive any treatment…
Researching Vocabulary
Mixed methods research combines both quantitative and qualitative approaches to examine a phenomenon from different perspectives. Although mixed methods research enables researchers to achieve a broader and deeper understanding of the phenomenon, vocabulary studies employing this approach are limited in number. This entry provides an overview of the use of mixed methods research in three major lines of vocabulary studies: description, pedagogy, a…
Open Access Academic Lectures as Sources for Incidental Vocabulary Learning
Open access academic lectures are potential sources for incidental vocabulary learning. These lectures are available in various formats (transcripts, audios, videos, and video with captions), but no studies have compared the learning of vocabulary in these lectures through different input modes. This study adopted a pretest–posttest design to compare learning at the meaning recall level of 50 words in the same academic lecture through five input …
Online News as a Resource for Incidental Learning of Core Academic Words, Academic Formulas, and General Formulas
Knowledge of academic words, academic formulas and general formulas is essential for second language learners, but resources for incidental learning of these lexical items are very limited, especially in English as a Foreign Language contexts. This study employed a corpus‐driven approach to examine the potential of online news for incidental learning of core academic words, academic formulas, and general formulas. Twenty‐six corpora were created …
Spanish–English cognates and false cognates in academic spoken vocabulary
Despite the positive effect of cognate knowledge for L2 vocabulary acquisition and the importance of comprehending academic spoken English for academic success, little is known about the nature of cognates in academic spoken English. This study identified Spanish–English cognates among academic spoken English words, represented by Dang, Coxhead, and Webb’s (2017 “The academic spoken word list,” Language Learning, 67: 959–97. doi: 10.1111/lang.122…
Education lecturers’ expectations about writing proficiency
Tracking the development in second language writers’ use of academic vocabulary in discipline-specific assignments
Few longitudinal studies have examined the development of second language (L2) writers’ use of academic vocabulary in discipline-specific assignments. This study tracked the use of expert vocabulary and proficient novice vocabulary in assignments written by 230 L2 writers across two semesters of postgraduate study in Education and Engineering programs. Gardner and Davies’s (2014) Academic Vocabulary List (AVL) and Malmström et al.’s (2018) Produc…
Operationalising critical thinking in postgraduate disciplinary writing
Research has revealed that critical thinking (CT) can predict undergraduate academic performance well. It is essential for nurturing students’ unique voice and creativity, especially in the era of Large Language Models (LLMs). LLMs can generate linguistically complex texts, potentially overshadowing students’ authorial voices—particularly those still developing language skills and domain-specific knowledge. Despite this, research on CT within sub…
Applications of word lists in second language learning and teaching
Although word lists have generated a great deal of attention from researchers, there has been no comprehensive review of the applications of word lists in second language learning and teaching. This article reviews the development, validation, and applications of 50 word list studies that were published and discussed in major international peer-reviewed Applied Linguistics and TESOL journals from 2013 to 2023. It shows that the methodology of wor…
Learning academic vocabulary through reading online news
Although corpus-driven studies have suggested that non-academic texts such as online news can be a potential resource for learning specialized words and multiword sequences, no intervention studies have been conducted to examine whether learning actually happens from exposure to these texts. Adopting a quasi-experimental design, the present research investigated the potential of online news for incidentally learning academic words and multiword s…
Second language knowledge of academic collocations and its relationship with knowledge of academic words and general high-frequency words
Knowledge of academic collocations is important for academic communication. Examining its relationship with knowledge of academic words and general high-frequency words should provide insights into the relative value of prior knowledge of different kinds of single words for the development of collocational knowledge in academic contexts, thus expanding our understanding of vocabulary knowledge beyond the current conception of individual word know…
Computer Science (22 works) · Linguistics (21 works) · Second Language Acquisition and Learning (21 works) · Psychology (20 works) · Vocabulary (19 works) · Mathematics education (15 works) · Natural Language Processing Techniques (9 works) · Artificial Intelligence (8 works) · Lexicography and Language Studies (8 works) · Natural language processing (7 works)