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Cambridge Language Sciences

Interdisciplinary Research Centre
 
Read more at: Mateus Miranda

Mateus Miranda

Corpus Linguistics
Corpus Pragmatics

 


Read more at: Dr. Michele Martini

Dr. Michele Martini

Journal articles

2022

  • Martini, M. and Robertson, SL., 2022. Erasures and equivalences: negotiating the politics of culture in the OECD’s global competence project Compare,
    Doi: http://doi.org/10.1080/03057925.2022.2084035
  • Martini, M. and Robertson, SL., 2022. UK higher education, neoliberal meritocracy, and the culture of the new capitalism: A computational-linguistics analysis Sociology Compass, v. 16
    Doi: http://doi.org/10.1111/soc4.13020
  • Martini, M., 2022. The Catholic Church and the Media: A Text Mining Analysis of Vatican Documents from 1967 to 2020 Journal of Media and Religion, v. 21
    Doi: http://doi.org/10.1080/15348423.2022.2095808
  • 2020 (Accepted for publication)

  • Martini, M., 2020 (Accepted for publication). Interdenominational Cooperation in Religious New Media Projects: the Case of the Christian Media Center The International Journal of Latin American Religions,
    Doi: http://doi.org/10.1007/s41603-020-00099-y
  • 2020

  • Golan, O. and Martini, M., 2020. The Making of contemporary papacy: manufactured charisma and Instagram Information, Communication & Society, v. 23
    Doi: http://doi.org/10.1080/1369118x.2019.1567803
  • GOLAN, O. and MARTINI, M., 2020. Sacred Sites for Global Publics: New Media Strategies for the Re-Enchantment of the Holy Land International Journal of Communication, v. 14
  • 2019

  • Martini, M., 2019. Topological and networked visibility: Politics of seeing in the digital age Semiotica, v. 2019
    Doi: http://doi.org/10.1515/sem-2017-0139
  • Golan, O. and Martini, M., 2019. Religious live-streaming: constructing the authentic in real time Information Communication and Society, v. 22
    Doi: http://doi.org/10.1080/1369118X.2017.1395472
  • 2018

  • Martini, M., 2018. Mourning for a hacktivist: grieving the death of Aaron Swartz on a digital memorial Media, Culture & Society, v. 40
    Doi: http://doi.org/10.1177/0163443717718254
  • Martini, M., 2018. On the user’s side Convergence: The International Journal of Research into New Media Technologies, v. 24
    Doi: http://doi.org/10.1177/1354856517736980
  • Martini, M., 2018. Online distant witnessing and live-streaming activism: Emerging differences in the activation of networked publics New Media and Society, v. 20
    Doi: http://doi.org/10.1177/1461444818766703
  • Golan, O. and Martini, M., 2018. Digital pilgrimage: Exploring Catholic monastic webcasts Communication Review, v. 21
    Doi: http://doi.org/10.1080/10714421.2017.1416795
  • 2017

  • Martini, M., 2017. War against War!: pictures as means of social struggle in post-First World War Europe Visual Studies, v. 32
    Doi: http://doi.org/10.1080/1472586X.2017.1362958

  • Read more at: Rasman Rasman

    Rasman Rasman

    Rasman is an LPDP-funded PhD student at the Faculty of Education at the University of Cambridge, as well as a lecturer at the Department of English Language Education at Universitas Negeri Yogyakarta, Indonesia. He holds a Master's degree (with Distinction) in TEFL (Teaching English as a Foreign Language) from the School of Education at the University of Birmingham, UK. His research is centered around translanguaging, multilingual education, identity, and language-in-education policy.




    Read more at: Ms. Xiangning Li

    Ms. Xiangning Li

    Community of Practice

    CALL

    Sociolinguistics



    Read more at: Dr Phung Dao

    Dr Phung Dao

    Position/Status

    Assistant Professor in Second Language Education

    Faculty of Education, University of Cambridge

    184 Hills Road, Cambridge CB2 8PQ, UK

    Faculty of Education staff Profile: https://www.educ.cam.ac.uk/people/staff/dao/

    E-mail Address

    pd543@cam.ac.uk

    Phone

    + 44 (0)1223

    Journal articles

    2022

  • Nguyen, MXNC., Dao, P. and Iwashita, N., 2022. Nurturing Teachers’ Research Mindset in an Inquiry-Based Language Teacher Education Course Modern Language Journal, v. 106
    Doi: http://doi.org/10.1111/modl.12795
  • Dao, P., Hoang, STT. and Chi Nguyen, MXN., 2022. Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation Language Awareness,
    Doi: 10.1080/09658416.2022.2152828
  • Dao, P., Nguyen, MXNC., Iwashita, N. and Spinelli, F., 2022. A Dialogic Approach to Fostering TESOL Teacher-learners’ Research Engagement: Insights from a ‘Learning-to-Research’ Procedure TESOL Quarterly, v. 56
    Doi: http://doi.org/10.1002/tesq.3127
  • Trofimovich, P., McDonough, K., Dao, P. and Abashidze, D., 2022. Attitudinal bias, individual differences, and second language speakers' interactional performance Applied Linguistics Review, v. 13
    Doi: http://doi.org/10.1515/applirev-2019-0010
  • 2021

  • Dao, P., Nguyen, MXNC. and Nguyen, NBC., 2021. Effect of pronunciation instruction on L2 learners' listening comprehension Journal of Second Language Pronunciation, v. 7
    Doi: http://doi.org/10.1075/jslp.19012.dao
  • Dao, P., Duong, PT. and Nguyen, MXNC., 2021. Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction Computer Assisted Language Learning,
    Doi: http://doi.org/10.1080/09588221.2021.1976212
  • Dao, P., Nguyen, MXNC., Duong, P. and Tran–Thanh, V., 2021. Learners’ Engagement in L2 Computer-Mediated Interaction: Chat Mode, Interlocutor Familiarity, and Text Quality Modern Language Journal, v. 105
    Doi: http://doi.org/10.1111/modl.12737
  • Dao, P. and Sato, M., 2021. Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours Language Teaching Research, v. 25
    Doi: http://doi.org/10.1177/13621688211044238
  • Dao, P., Chi Nguyen, MXN. and Chi, DN., 2021. Reflective learning practice for promoting adolescent EFL learners’ attention to form Innovation in Language Learning and Teaching, v. 15
    Doi: http://doi.org/10.1080/17501229.2020.1766467
  • Dao, P., 2021. Effects of task goal orientation on learner engagement in task performance IRAL - International Review of Applied Linguistics in Language Teaching, v. 59
    Doi: http://doi.org/10.1515/iral-2018-0188
  • Dao, P., Nguyen, MXNC. and Iwashita, N., 2021. Teachers’ perceptions of learner engagement in L2 classroom task-based interaction Language Learning Journal, v. 49
    Doi: http://doi.org/10.1080/09571736.2019.1666908
  • 2020

  • Dianati, S., Nguyen, M., Dao, P., Iwashita, N. and Vasquez, C., 2020. Student perceptions of technological tools for flipped instruction: The case of padlet, kahoot! and cirrus Journal of University Teaching and Learning Practice, v. 17
  • Dao, P., 2020. Effect of interaction strategy instruction on learner engagement in peer interaction System, v. 91
    Doi: http://doi.org/10.1016/j.system.2020.102244
  • McDonough, K., Trofimovich, P., Dao, P. and Abashidze, D., 2020. Eye gaze and L2 speakers' responses to recasts: A systematic replication study of McDonough, Crowther, Kielstra and Trofimovich (2015) Language Teaching, v. 53
    Doi: http://doi.org/10.1017/S0261444818000368
  • 2019

  • Nguyen, XNCM. and Dao, P., 2019. Identity exploration and development in TESOL teacher education: A three-dimensional space narrative inquiry perspective TESOL Journal, v. 10
    Doi: http://doi.org/10.1002/tesj.492
  • 2018

  • Dao, P., Trofimovich, P. and Kennedy, S., 2018. Structural alignment in L2 task-based interaction ITL - International Journal of Applied Linguistics (Belgium), v. 169
    Doi: http://doi.org/10.1075/itl.17021.dao
  • Dao, P. and Iwashita, N., 2018. Teacher mediation in L2 classroom task-based interaction System, v. 74
    Doi: http://doi.org/10.1016/j.system.2018.03.016
  • Dao, P. and McDonough, K., 2018. Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction International Journal of Educational Research, v. 88
    Doi: http://doi.org/10.1016/j.ijer.2018.01.008
  • 2017

  • McDonough, K., Trofimovich, P., Dao, P. and Dion, A., 2017. EYE GAZE and PRODUCTION ACCURACY PREDICT ENGLISH L2 SPEAKERS' MORPHOSYNTACTIC LEARNING Studies in Second Language Acquisition, v. 39
    Doi: http://doi.org/10.1017/S0272263116000395
  • Dao, P., Iwashita, N. and Gatbonton, E., 2017. Learner attention to form in ACCESS task-based interaction Language Teaching Research, v. 21
    Doi: http://doi.org/10.1177/1362168816651462
  • Dao, P. and McDonough, K., 2017. The effect of task role on Vietnamese EFL learners' collaboration in mixed proficiency dyads System, v. 65
    Doi: http://doi.org/10.1016/j.system.2016.12.012

  • Read more at: Zehui Yang

    Zehui Yang

    Second language education; Multilingual identity; Teacher identity; Distance learning; Narrative inquiry



    What we do

    Cambridge Language Sciences is an Interdisciplinary Research Centre at the University of Cambridge. Our virtual network connects researchers from five schools across the university as well as other world-leading research institutions. Our aim is to strengthen research collaborations and knowledge transfer across disciplines in order to address large-scale multi-disciplinary research challenges relating to language research.

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