Ngo Cong-Lem
Biographic Data
| ID | 906626 |
|---|---|
| NAME | Ngo Cong-Lem |
| GIVEN NAMES | Ngo |
| FAMILY NAME | Cong-Lem |
| SIGNATURE | CONG-LEM N |
| AFFILIATIONS | Dalat University |
| ORCID | 0000-0002-5257-8264 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Emerging themes in sustainability education in higher education institutions: A scoping review of reviews
The Relation Between Environment and Psychological Development: Unpacking Vygotsky’s Influential Concept of Perezhivanie
In recent decades, Vygotsky’s sociocultural theory (VST) has become particularly influential in the fields of education and educational psychology. Perezhivanie is an important concept in VST that stipulates a relative influence of environment on a person’s psychological development depending on their age or stage of development. However, perezhivanie has been differentially interpreted and applied in previous literature to suit the purposes of d…
Vulnerabilities of people with different types of disabilities in disasters: A rapid evidence review and qualitative research
Despite the growth of disaster scholarship, the topic of how and why climate‐related disasters and extreme weather events vary among people with different types of disabilities remains unexplored. To help fill the gap, this study draws on a larger research project that was co‐designed by Water Sensitive Cities Australia at Monash University and the Hanoi Association of People with Disabilities, Vietnam. It utilised the dataset of a rapid evidence…
Is this Really your Work?”: A Qualitative Study of Teacher-Led Interviews and Student Accountability in the Age of Generative AI
Perezhivanie-agency dialectic: Examining Vietnamese EFL educators’ experiences and negotiation of dramatic classroom events
Tensions and conflicts are common in teachers’ everyday professional lives, yet research on how these experiences influence pedagogical decisions and teacher agency remains limited. This study employs a broad sociocultural perspective, integrating cultural-historical activity theory (CHAT) and Vygotsky’s concept of perezhivanie, to examine how two Vietnamese English-as-a-Foreign-Language (EFL) educators responded agentively to emotionally charged…
Teachers’ transformative agency in English-medium instruction in higher education in Vietnam: A cultural-historical theory perspective
Higher education worldwide has witnessed a rapid growth of English-as-amedium-of-instruction (EMI) courses.Research reported complex challenges teachers encounter in transitioning from using L1 as a medium-of-instruction to EMI and acknowledged the importance of teachers' agency and perceptions.However, little is known about how teachers exercise agency to act on demands of EMI teaching and the role their perceptions play in this process.Within E…
Emotion and its relation to cognition from Vygotsky’s perspective
Vygotsky’s sociocultural theory (VST) has been increasingly utilised as an effective framework to account for the role of emotions in learning and development. Yet, within VST, emotion has neither been systemically theorised nor investigated. This paper contributes to the literature by offering a theoretical discussion of Vygotsky’s perspective on emotion and its relation to cognition. Employing a content analysis approach, three of Vygotsky’s ke…
Unravelling Cultural-Historical Activity Theory (CHAT): Leontiev’s and Engeström’s Approaches to Activity Theory
Activity theory has long been an influential framework in the field of education. However, its theoretical concepts are not easily grasped by scholars, mainly due to difficulties in translation from the original Russian works, the complexity of these concepts and multiple versions embedded within the tradition. The two major approaches within activity theory were established by Leontiev and another version proposed later by Engeström, and they ha…
Vygotsky’s, Leontiev’s and Engeström’s Cultural-Historical (Activity) Theories: Overview, Clarifications and Implications
At the social turn in education, Vygotsky’s cultural-historical/sociocultural theory (VST) has become particularly influential. There are other cultural-historical traditions associated with VST, including Leontiev’s and Engeström’s versions of cultural-historical activity theory (CHAT). These approaches are frequently conflated, resulting in confusion that can be consequential in interpreting educational research findings. Unravelling these fram…
Self-Regulated Learning and Its Relation to Vietnamese Efl Learners’ L2 Listening Achievement
Self-regulated learning (SRL) has been well-documented in prior studies as a critical factor for academic success. While previous educational researchers have acknowledged the fact that SRL is both domain and context-dependent (Wolter & Pintrich, 1998), research examining learners’ self-regulatory activities in EFL (English as a Foreign Language) context is rather limited. Drawing on the SRL theory of (Pintrich, 2004; Pintrich & De Groot, 1990), …
Vygotsky’s, Leontiev’s and Engeström’s Cultural-Historical (Activity) Theories: Overview, Clarifications and Implications
At the social turn in education, Vygotsky’s cultural-historical/sociocultural theory (VST) has become particularly influential. There are other cultural-historical traditions associated with VST, including Leontiev’s and Engeström’s versions of cultural-historical activity theory (CHAT). These approaches are frequently conflated, resulting in confusion that can be consequential in interpreting educational research findings. Unravelling these fram…
Perezhivanie-agency dialectic: Examining Vietnamese EFL educators’ experiences and negotiation of dramatic classroom events
Tensions and conflicts are common in teachers’ everyday professional lives, yet research on how these experiences influence pedagogical decisions and teacher agency remains limited. This study employs a broad sociocultural perspective, integrating cultural-historical activity theory (CHAT) and Vygotsky’s concept of perezhivanie, to examine how two Vietnamese English-as-a-Foreign-Language (EFL) educators responded agentively to emotionally charged…
Teachers’ transformative agency in English-medium instruction in higher education in Vietnam: A cultural-historical theory perspective
Higher education worldwide has witnessed a rapid growth of English-as-amedium-of-instruction (EMI) courses.Research reported complex challenges teachers encounter in transitioning from using L1 as a medium-of-instruction to EMI and acknowledged the importance of teachers' agency and perceptions.However, little is known about how teachers exercise agency to act on demands of EMI teaching and the role their perceptions play in this process.Within E…
Self-Regulated Learning and Its Relation to Vietnamese Efl Learners’ L2 Listening Achievement
Self-regulated learning (SRL) has been well-documented in prior studies as a critical factor for academic success. While previous educational researchers have acknowledged the fact that SRL is both domain and context-dependent (Wolter & Pintrich, 1998), research examining learners’ self-regulatory activities in EFL (English as a Foreign Language) context is rather limited. Drawing on the SRL theory of (Pintrich, 2004; Pintrich & De Groot, 1990), …
Unravelling Cultural-Historical Activity Theory (CHAT): Leontiev’s and Engeström’s Approaches to Activity Theory
Activity theory has long been an influential framework in the field of education. However, its theoretical concepts are not easily grasped by scholars, mainly due to difficulties in translation from the original Russian works, the complexity of these concepts and multiple versions embedded within the tradition. The two major approaches within activity theory were established by Leontiev and another version proposed later by Engeström, and they ha…
Vygotsky’s, Leontiev’s and Engeström’s Cultural-Historical (Activity) Theories: Overview, Clarifications and Implications
At the social turn in education, Vygotsky’s cultural-historical/sociocultural theory (VST) has become particularly influential. There are other cultural-historical traditions associated with VST, including Leontiev’s and Engeström’s versions of cultural-historical activity theory (CHAT). These approaches are frequently conflated, resulting in confusion that can be consequential in interpreting educational research findings. Unravelling these fram…
Emotion and its relation to cognition from Vygotsky’s perspective
Vygotsky’s sociocultural theory (VST) has been increasingly utilised as an effective framework to account for the role of emotions in learning and development. Yet, within VST, emotion has neither been systemically theorised nor investigated. This paper contributes to the literature by offering a theoretical discussion of Vygotsky’s perspective on emotion and its relation to cognition. Employing a content analysis approach, three of Vygotsky’s ke…
Perezhivanie-agency dialectic: Examining Vietnamese EFL educators’ experiences and negotiation of dramatic classroom events
Tensions and conflicts are common in teachers’ everyday professional lives, yet research on how these experiences influence pedagogical decisions and teacher agency remains limited. This study employs a broad sociocultural perspective, integrating cultural-historical activity theory (CHAT) and Vygotsky’s concept of perezhivanie, to examine how two Vietnamese English-as-a-Foreign-Language (EFL) educators responded agentively to emotionally charged…
Teachers’ transformative agency in English-medium instruction in higher education in Vietnam: A cultural-historical theory perspective
Higher education worldwide has witnessed a rapid growth of English-as-amedium-of-instruction (EMI) courses.Research reported complex challenges teachers encounter in transitioning from using L1 as a medium-of-instruction to EMI and acknowledged the importance of teachers' agency and perceptions.However, little is known about how teachers exercise agency to act on demands of EMI teaching and the role their perceptions play in this process.Within E…
The Relation Between Environment and Psychological Development: Unpacking Vygotsky’s Influential Concept of Perezhivanie
In recent decades, Vygotsky’s sociocultural theory (VST) has become particularly influential in the fields of education and educational psychology. Perezhivanie is an important concept in VST that stipulates a relative influence of environment on a person’s psychological development depending on their age or stage of development. However, perezhivanie has been differentially interpreted and applied in previous literature to suit the purposes of d…
Vulnerabilities of people with different types of disabilities in disasters: A rapid evidence review and qualitative research
Despite the growth of disaster scholarship, the topic of how and why climate‐related disasters and extreme weather events vary among people with different types of disabilities remains unexplored. To help fill the gap, this study draws on a larger research project that was co‐designed by Water Sensitive Cities Australia at Monash University and the Hanoi Association of People with Disabilities, Vietnam. It utilised the dataset of a rapid evidence…
Is this Really your Work?”: A Qualitative Study of Teacher-Led Interviews and Student Accountability in the Age of Generative AI
Emerging themes in sustainability education in higher education institutions: A scoping review of reviews
Psychology (7 works) · Sociology (7 works) · Epistemology (5 works) · Innovative Education and Learning Practices (4 works) · Educational and Psychological Assessments (3 works) · Innovative Teaching and Learning Methods (3 works) · Philosophy (3 works) · Social science (3 works) · Agency (philosophy (2 works) · Cognition (2 works)