Phung Dao
Dados Biográficos
| ID | 4621458 |
|---|---|
| NOME | Phung Dao |
| PRENOMES | Phung |
| SOBRENOME | Dao |
| ASSINATURA | DAO P |
| AFILIAÇÕES | University of Cambridge |
| ORCID | 0000-0002-8612-5589 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 48 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
L2 task-based interaction
Framed within Social Interdependence Theory, this study investigated how learner factors (interaction mindsets and task perceptions) relate to learner engagement, task completion, and lexical learning. One hundred and five L2 learners of English completed an interaction-mindsets questionnaire and a lexical pre-test, performed two interactive tasks (i.e., collaborative spatial planning task vs. asymmetric visual comparison task), completed an enga…
ESL tertiary learners’ engagement in ChatGPT-assisted second language writing
This study used a within-groups design to investigate how ChatGPT-assisted revision affected tertiary ESL learners’ writing quality and their engagement. Data from written texts, chat logs, stimulated recalls, and interviews revealed that using ChatGPT significantly improved learners’ writing quality, particularly in lexical complexity, grammatical accuracy, cohesion, and style. Learners also exhibited diverse engagement profiles and variation in…
Young learners’ online engagement
This study examined young learners’ and teachers’ perceptions of online learner engagement, focusing on its definition, indicators, engagement levels, factors affecting engagement, and engagement-promoting strategies. Participants included 62 primary school teachers and 118 young Chinese learners of English (Mage = 9.5 years, SD = 1.26). Data collection methods involved semi-structured interviews, classroom-video-stimulated recalls, an online lea…
Does race matter? Insights into the professional experiences of foreign Asian English teachers in China
This study explores the professional experiences of English teachers of East Asian descent (foreign Asian [FA] English teachers) in China, focusing on how these perceptions use race as a point of reference. To provide comparative accounts, the experiences of these FA teachers are examined from both their own perspectives and those of their colleagues. Semi-structured in-depth interviews were conducted with two FA native English-speaking teachers …
How Teachers See It
This study investigated primary school teachers’ views and the basis for assessing young learners’ engagement in second language classrooms. Using a sequential mixed‐methods design, it analyzed interviews (n = 10) and surveys (n = 134) from teachers of learners in Grades 3–5 (aged 8–10 years old) across 102 public primary schools in Vietnam. Findings show that while teachers viewed young learner engagement as multidimensional, they emphasized beh…
The impact of task motivation on learners’ attention to form and subsequent learning in interactive tasks
L2 task engagement
In this research agenda, we first review the thematic landscape of task engagement research, providing definitions and elaborating on the core theoretical infrastructure for task engagement. We then summarize consensus perspectives from this body of work and identify important contributions that task engagement research stands to make to second language (L2) learning and teaching research. Following this, we outline five key research tasks that w…
From Task Motivation to L2 Learning
This study investigated whether learners' task motivation predicts their task engagement, and whether their task engagement is associated with subsequent L2 learning. Task motivation was operationalized through situated expectancy‐value theory (SEVT; Eccles & Wigfield, 2020), a model of the proximal (i.e., task‐specific) social‐cognitive aspects of individuals' achievement‐related decisions and persistence. Our operationalization of engagement pl…
(Re)Examining the research–practice interface
In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as …
Young learners’ synchronous online peer interaction
This study explored teachers’ perceptions of synchronous online peer interaction (SOPI) among young learners (YLs), aged 7 to 15. Thirty-eight teachers of diverse L1 backgrounds and teaching experience completed a survey and attended an in-depth interview that explored multiple aspects of SOPI (e.g. benefits, issues, frequency of use, strategies to promote SOPI’s effectiveness, and mediating factors). Survey data were analysed using exploratory f…
Engagement in collaborative writing
To extend L2 collaborative writing (CW) research that has largely focused on learners’ interactional behaviours and written performance, the current study adopted learner engagement as a theoretical lens to investigate whether different aspects of learner engagement in CW (i.e., cognitive, emotional and social) are affected by learners’ control of task content and whether they predict text quality. Thirty ESL learners performed two CW tasks, with…
Teacher learners theorizing from practice
This study investigated second language (L2) teacher learners' abilities to theorize from practice and their perceptions of this theorizing experience. Fifty-four L2 teacher learners completed a theorizing task probing for their conceptualization of ‘learner engagement’. Focus-group interviews were later conducted with 17 participants. Findings show that the teacher learners were able to generate their theories of learner engagement, which strong…
Nurturing Teachers’ Research Mindset in an Inquiry‐Based Language Teacher Education Course
This study investigates the impact of an inquiry‐based teacher education course in nurturing second language (L2) teachers’ research mindset, defined herein as their cognition and action toward research. One hundred and thirty pre‐ and in‐service L2 teachers of various nationalities participated in a teacher education course on instructed second language acquisition (ISLA) at an Australian university. The course was designed following an inquiry‐…
Attitudinal bias, individual differences, and second language speakers’ interactional performance
This study examined whether an interlocutor’s attitudinal bias affects second language (L2) speakers’ recall of narratives and their responses to corrective feedback (recasts) and whether the role of attitudinal bias depends on individual differences in speakers’ background and personality characteristics. After receiving a positive or negative attitudinal bias orientation, 70 L2 English speakers completed tasks with an interlocutor who provided …
A Dialogic Approach to Fostering Tesol Teacher‐learners’ Research Engagement
As an important site for teacher learning, teacher education (TE) courses are a promising context to provide teacher-learners (TLs) with “systematic, intentional and well-organized instruction” (Johnson, 2015: 517) of various kinds, including guided instruction on research engagement. However, little research has explored the role of TE in promoting second language (L2) TLs’ research engagement, especially in MA TESOL courses where conducting res…
Learners’ Engagement in L2 Computer‐Mediated Interaction
This study investigated the impact of synchronous computer‐mediated communication (SCMC) mode and familiarity with partners on learner engagement in second‐language task‐based interaction, and whether learner engagement is linked to subsequent joint‐written‐text quality. Ninety‐eight Vietnamese learners of English were assigned into (±) familiar groups and performed a picture‐sequencing tasks in 2 SCMC modes (i.e., video and text chat). Scores of…
Effect of interaction strategy instruction on learner engagement in peer interaction
Eye gaze and L2 speakers’ responses to recasts
To confirm the role of social factors in mediating cognitive processes, this systematic replication study seeks to extend the generalizability of an exploratory study (McDonough, Crowther, Kielstra & Trofimovich 2015) that reported a positive association between eye gaze and second language (L2) speakers’ responses to recasts. For this replication, L2 English speakers ( N = 74) carried out communicative tasks with research assistants who provided…
Structural alignment in L2 task-based interaction
This study investigated L2 structural alignment, the tendency for interlocutors to re-use a syntactic structure present in recent discourse, focusing on two information-gap interactive tasks. Thirty-four university students from diverse language backgrounds, recruited from different academic programs at a Canadian English-medium university, carried out the two information-gap interactive tasks in dyads. Interaction data were transcribed and coded…
Teacher mediation in L2 classroom task-based interaction
The effect of task role on Vietnamese EFL learners' collaboration in mixed proficiency dyads
Effect of interaction strategy instruction on learner engagement in peer interaction
The effect of task role on Vietnamese EFL learners' collaboration in mixed proficiency dyads
From Task Motivation to L2 Learning
This study investigated whether learners' task motivation predicts their task engagement, and whether their task engagement is associated with subsequent L2 learning. Task motivation was operationalized through situated expectancy‐value theory (SEVT; Eccles & Wigfield, 2020), a model of the proximal (i.e., task‐specific) social‐cognitive aspects of individuals' achievement‐related decisions and persistence. Our operationalization of engagement pl…
The impact of task motivation on learners’ attention to form and subsequent learning in interactive tasks
Engagement in collaborative writing
To extend L2 collaborative writing (CW) research that has largely focused on learners’ interactional behaviours and written performance, the current study adopted learner engagement as a theoretical lens to investigate whether different aspects of learner engagement in CW (i.e., cognitive, emotional and social) are affected by learners’ control of task content and whether they predict text quality. Thirty ESL learners performed two CW tasks, with…
Teacher learners theorizing from practice
This study investigated second language (L2) teacher learners' abilities to theorize from practice and their perceptions of this theorizing experience. Fifty-four L2 teacher learners completed a theorizing task probing for their conceptualization of ‘learner engagement’. Focus-group interviews were later conducted with 17 participants. Findings show that the teacher learners were able to generate their theories of learner engagement, which strong…
Teacher mediation in L2 classroom task-based interaction
(Re)Examining the research–practice interface
In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as …
A Dialogic Approach to Fostering Tesol Teacher‐learners’ Research Engagement
As an important site for teacher learning, teacher education (TE) courses are a promising context to provide teacher-learners (TLs) with “systematic, intentional and well-organized instruction” (Johnson, 2015: 517) of various kinds, including guided instruction on research engagement. However, little research has explored the role of TE in promoting second language (L2) TLs’ research engagement, especially in MA TESOL courses where conducting res…
Eye gaze and L2 speakers’ responses to recasts
To confirm the role of social factors in mediating cognitive processes, this systematic replication study seeks to extend the generalizability of an exploratory study (McDonough, Crowther, Kielstra & Trofimovich 2015) that reported a positive association between eye gaze and second language (L2) speakers’ responses to recasts. For this replication, L2 English speakers ( N = 74) carried out communicative tasks with research assistants who provided…
The effect of task role on Vietnamese EFL learners' collaboration in mixed proficiency dyads
Structural alignment in L2 task-based interaction
This study investigated L2 structural alignment, the tendency for interlocutors to re-use a syntactic structure present in recent discourse, focusing on two information-gap interactive tasks. Thirty-four university students from diverse language backgrounds, recruited from different academic programs at a Canadian English-medium university, carried out the two information-gap interactive tasks in dyads. Interaction data were transcribed and coded…
Teacher mediation in L2 classroom task-based interaction
Effect of interaction strategy instruction on learner engagement in peer interaction
Eye gaze and L2 speakers’ responses to recasts
To confirm the role of social factors in mediating cognitive processes, this systematic replication study seeks to extend the generalizability of an exploratory study (McDonough, Crowther, Kielstra & Trofimovich 2015) that reported a positive association between eye gaze and second language (L2) speakers’ responses to recasts. For this replication, L2 English speakers ( N = 74) carried out communicative tasks with research assistants who provided…
Learners’ Engagement in L2 Computer‐Mediated Interaction
This study investigated the impact of synchronous computer‐mediated communication (SCMC) mode and familiarity with partners on learner engagement in second‐language task‐based interaction, and whether learner engagement is linked to subsequent joint‐written‐text quality. Ninety‐eight Vietnamese learners of English were assigned into (±) familiar groups and performed a picture‐sequencing tasks in 2 SCMC modes (i.e., video and text chat). Scores of…
Nurturing Teachers’ Research Mindset in an Inquiry‐Based Language Teacher Education Course
This study investigates the impact of an inquiry‐based teacher education course in nurturing second language (L2) teachers’ research mindset, defined herein as their cognition and action toward research. One hundred and thirty pre‐ and in‐service L2 teachers of various nationalities participated in a teacher education course on instructed second language acquisition (ISLA) at an Australian university. The course was designed following an inquiry‐…
Attitudinal bias, individual differences, and second language speakers’ interactional performance
This study examined whether an interlocutor’s attitudinal bias affects second language (L2) speakers’ recall of narratives and their responses to corrective feedback (recasts) and whether the role of attitudinal bias depends on individual differences in speakers’ background and personality characteristics. After receiving a positive or negative attitudinal bias orientation, 70 L2 English speakers completed tasks with an interlocutor who provided …
A Dialogic Approach to Fostering Tesol Teacher‐learners’ Research Engagement
As an important site for teacher learning, teacher education (TE) courses are a promising context to provide teacher-learners (TLs) with “systematic, intentional and well-organized instruction” (Johnson, 2015: 517) of various kinds, including guided instruction on research engagement. However, little research has explored the role of TE in promoting second language (L2) TLs’ research engagement, especially in MA TESOL courses where conducting res…
Young learners’ synchronous online peer interaction
This study explored teachers’ perceptions of synchronous online peer interaction (SOPI) among young learners (YLs), aged 7 to 15. Thirty-eight teachers of diverse L1 backgrounds and teaching experience completed a survey and attended an in-depth interview that explored multiple aspects of SOPI (e.g. benefits, issues, frequency of use, strategies to promote SOPI’s effectiveness, and mediating factors). Survey data were analysed using exploratory f…
Engagement in collaborative writing
To extend L2 collaborative writing (CW) research that has largely focused on learners’ interactional behaviours and written performance, the current study adopted learner engagement as a theoretical lens to investigate whether different aspects of learner engagement in CW (i.e., cognitive, emotional and social) are affected by learners’ control of task content and whether they predict text quality. Thirty ESL learners performed two CW tasks, with…
Teacher learners theorizing from practice
This study investigated second language (L2) teacher learners' abilities to theorize from practice and their perceptions of this theorizing experience. Fifty-four L2 teacher learners completed a theorizing task probing for their conceptualization of ‘learner engagement’. Focus-group interviews were later conducted with 17 participants. Findings show that the teacher learners were able to generate their theories of learner engagement, which strong…
(Re)Examining the research–practice interface
In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as …
Young learners’ online engagement
This study examined young learners’ and teachers’ perceptions of online learner engagement, focusing on its definition, indicators, engagement levels, factors affecting engagement, and engagement-promoting strategies. Participants included 62 primary school teachers and 118 young Chinese learners of English (Mage = 9.5 years, SD = 1.26). Data collection methods involved semi-structured interviews, classroom-video-stimulated recalls, an online lea…
Does race matter? Insights into the professional experiences of foreign Asian English teachers in China
This study explores the professional experiences of English teachers of East Asian descent (foreign Asian [FA] English teachers) in China, focusing on how these perceptions use race as a point of reference. To provide comparative accounts, the experiences of these FA teachers are examined from both their own perspectives and those of their colleagues. Semi-structured in-depth interviews were conducted with two FA native English-speaking teachers …
How Teachers See It
This study investigated primary school teachers’ views and the basis for assessing young learners’ engagement in second language classrooms. Using a sequential mixed‐methods design, it analyzed interviews (n = 10) and surveys (n = 134) from teachers of learners in Grades 3–5 (aged 8–10 years old) across 102 public primary schools in Vietnam. Findings show that while teachers viewed young learner engagement as multidimensional, they emphasized beh…
The impact of task motivation on learners’ attention to form and subsequent learning in interactive tasks
L2 task engagement
In this research agenda, we first review the thematic landscape of task engagement research, providing definitions and elaborating on the core theoretical infrastructure for task engagement. We then summarize consensus perspectives from this body of work and identify important contributions that task engagement research stands to make to second language (L2) learning and teaching research. Following this, we outline five key research tasks that w…
From Task Motivation to L2 Learning
This study investigated whether learners' task motivation predicts their task engagement, and whether their task engagement is associated with subsequent L2 learning. Task motivation was operationalized through situated expectancy‐value theory (SEVT; Eccles & Wigfield, 2020), a model of the proximal (i.e., task‐specific) social‐cognitive aspects of individuals' achievement‐related decisions and persistence. Our operationalization of engagement pl…
L2 task-based interaction
Framed within Social Interdependence Theory, this study investigated how learner factors (interaction mindsets and task perceptions) relate to learner engagement, task completion, and lexical learning. One hundred and five L2 learners of English completed an interaction-mindsets questionnaire and a lexical pre-test, performed two interactive tasks (i.e., collaborative spatial planning task vs. asymmetric visual comparison task), completed an enga…
ESL tertiary learners’ engagement in ChatGPT-assisted second language writing
This study used a within-groups design to investigate how ChatGPT-assisted revision affected tertiary ESL learners’ writing quality and their engagement. Data from written texts, chat logs, stimulated recalls, and interviews revealed that using ChatGPT significantly improved learners’ writing quality, particularly in lexical complexity, grammatical accuracy, cohesion, and style. Learners also exhibited diverse engagement profiles and variation in…
Psychology (15 obras) · EFL/ESL Teaching and Learning (14 obras) · Mathematics education (11 obras) · Computer Science (10 obras) · Task (project management (8 obras) · Linguistics (7 obras) · Pedagogy (7 obras) · Cognitive psychology (6 obras) · Innovative Teaching and Learning Methods (6 obras) · Second Language Learning and Teaching (5 obras)