Ngoc Tung Vu
Biographic Data
| ID | 6891072 |
|---|---|
| NAME | Ngoc Tung Vu |
| GIVEN NAMES | Ngoc Tung |
| FAMILY NAME | Vu |
| SIGNATURE | VU N T |
| AFFILIATIONS | University of Languages and International Studies |
| ORCID | 0000-0002-7661-2885 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Burden of Being Everything: Metaphorical Identities of Vietnamese EFL Teachers Of Ethnic Minorities
Drawing on Yuan et al.’s (2020) framework on teachers’ identity, this qualitative study examined the identities of seven Vietnamese English as a Foreign Language (EFL) minority high school teachers, focusing on their construction and teaching practices through metaphorical discourses. Through the teachers’ reflections on their Vietnamese minority students in disadvantaged locations, they chose to (i) innovatively adopt their ways of teaching, (ii…
Teacher returnees from overseas programs in the west: A narrative study in Vietnam
In this narrative inquiry research, our focus was on exploring teacher identity within the context of the expanding field of language teacher education and professional development. Utilizing theories of teacher identities to analyze data from interviews and reflections, we observed that conversations and stories were frequently shared in social settings, with overseas teaching practices being a substantial influence on their reflections. The fin…
Flipped Learning in Teacher Education: Using the Theories of Reflection to Understand English-Major Students’ Sense of Engagement
This study was to determine how 30 English-major student teachers (STs) in Vietnam perceived their sense of engagement as a result of their participation in the flipped classroom learning in the course of Information and Communication Technologies as part of their 4-year teacher education program. The researchers of this research mainly considered the STs’ written form of critical reflection to widen a scholarly understanding of power and impacts…
“Why Do Ted Talks Matter?” A Pedagogical Intervention to Develop Students’ Intercultural Communicative Competence
In this study, we sought to measure specific changes in Vietnamese higher education students’ intercultural communicative competence, drawn from the theoretical frameworks of intercultural communicative competence and student engagement. By adopting a concurrent mixed-method approach, this study aims to generate a fresh insight into how Vietnamese college students can learn English by engaging in TED Talks to support their acquisition of intercul…
College-level students’ development of intercultural communicative competence: A quantitative study in Vietnam
There has been limited empirical research probing English language learners’ perspectives towards Intercultural communicative competence (ICC). Specifically, it is mostly unknown how English-as-a-Foreign-Language (EFL) students respond to ICC emergence in some constituents and the degree to which they master each constituent in the socio-cultural learning context. This study evaluated the ICC perceptions of 310 EFL students in Vietnam. Findings d…
Vietnamese International Students in Offshore Programs: Engagement in Intercultural Communicative Competence and Intercultural Sensitivity
This mixed-methods explores the intercultural communicative competence (ICC) and intercultural sensitivity (IS) of Vietnamese international students who participated in offshore programmes. A group of 164 students were examined. The students studied abroad at several universities overseas, and then returned to their Vietnamese university as part of an offshore programme between a Vietnam university and partnered universities overseas. The quantit…
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College-level students’ development of intercultural communicative competence: A quantitative study in Vietnam
There has been limited empirical research probing English language learners’ perspectives towards Intercultural communicative competence (ICC). Specifically, it is mostly unknown how English-as-a-Foreign-Language (EFL) students respond to ICC emergence in some constituents and the degree to which they master each constituent in the socio-cultural learning context. This study evaluated the ICC perceptions of 310 EFL students in Vietnam. Findings d…
Vietnamese International Students in Offshore Programs: Engagement in Intercultural Communicative Competence and Intercultural Sensitivity
This mixed-methods explores the intercultural communicative competence (ICC) and intercultural sensitivity (IS) of Vietnamese international students who participated in offshore programmes. A group of 164 students were examined. The students studied abroad at several universities overseas, and then returned to their Vietnamese university as part of an offshore programme between a Vietnam university and partnered universities overseas. The quantit…
Flipped Learning in Teacher Education: Using the Theories of Reflection to Understand English-Major Students’ Sense of Engagement
This study was to determine how 30 English-major student teachers (STs) in Vietnam perceived their sense of engagement as a result of their participation in the flipped classroom learning in the course of Information and Communication Technologies as part of their 4-year teacher education program. The researchers of this research mainly considered the STs’ written form of critical reflection to widen a scholarly understanding of power and impacts…
“Why Do Ted Talks Matter?” A Pedagogical Intervention to Develop Students’ Intercultural Communicative Competence
In this study, we sought to measure specific changes in Vietnamese higher education students’ intercultural communicative competence, drawn from the theoretical frameworks of intercultural communicative competence and student engagement. By adopting a concurrent mixed-method approach, this study aims to generate a fresh insight into how Vietnamese college students can learn English by engaging in TED Talks to support their acquisition of intercul…
Teacher returnees from overseas programs in the west: A narrative study in Vietnam
In this narrative inquiry research, our focus was on exploring teacher identity within the context of the expanding field of language teacher education and professional development. Utilizing theories of teacher identities to analyze data from interviews and reflections, we observed that conversations and stories were frequently shared in social settings, with overseas teaching practices being a substantial influence on their reflections. The fin…
The Burden of Being Everything: Metaphorical Identities of Vietnamese EFL Teachers Of Ethnic Minorities
Drawing on Yuan et al.’s (2020) framework on teachers’ identity, this qualitative study examined the identities of seven Vietnamese English as a Foreign Language (EFL) minority high school teachers, focusing on their construction and teaching practices through metaphorical discourses. Through the teachers’ reflections on their Vietnamese minority students in disadvantaged locations, they chose to (i) innovatively adopt their ways of teaching, (ii…
EFL/ESL Teaching and Learning (5 works) · Pedagogy (5 works) · Psychology (5 works) · Global Education and Multiculturalism (4 works) · Communicative competence (3 works) · Intercultural communication (3 works) · Intercultural Competence (3 works) · Mathematics education (3 works) · Second Language Learning and Teaching (3 works) · Social Psychology (3 works)