2024
Dao, P., Hoang, STT. and Chi Nguyen, MXN., 2024. Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation Language Awareness, v. 33
Doi: 10.1080/09658416.2022.2152828
Dao, P., 2024. The Role of the Learner in Task‐Based Language Teaching: Theory and Research MethodsCraigLambert, ScottAubrey, and GavinBui. New York: Routledge, 2023. Pp. xx + 217. TESOL Quarterly, v. 58
Doi: 10.1002/tesq.3285
Dao, P., Le Diem Bui, T. and Nguyen, MXNC., 2024. Public primary school teachers’ perceptions and assessment of young learners’ engagement Language Teaching Research,
Doi: http://doi.org/10.1177/13621688241253546
2023 (Accepted for publication)
Bui, T. and Dao, P., 2023 (Accepted for publication). Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices Language Teaching Research,
Doi: 10.1177/13621688231160727
Bui, T. and Dao, P., 2023 (Accepted for publication). Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices Language Teaching Research,
Nguyen, MXNC., Dao, P., Iwashita, N. and Spinelli, F., 2023 (Accepted for publication). Teachers generate theories: A case of the concept of learner engagement in second language classroom interaction. Teaching and Teacher Education,
2023
Phan, HLT. and Dao, P., 2023. Engagement in collaborative writing: Exploring learners’ control of task content and text quality International Journal of Applied Linguistics (United Kingdom), v. 33
Doi: 10.1111/ijal.12462
Nguyen, MXNC., Dao, P., Iwashita, N. and Spinelli, F., 2023. Teacher learners theorizing from practice: A case of the concept of learner engagement in interactive second language learning tasks Teaching and Teacher Education, v. 129
Doi: 10.1016/j.tate.2023.104151
Dao, P., Bui, TLD., Nguyen, DTT. and Nguyen, MXNC., 2023. Synchronous online English language teaching for young learners: insights from public primary school teachers in an EFL context Computer Assisted Language Learning,
Doi: http://doi.org/10.1080/09588221.2023.2260429
Dao, P., Duong, PT. and Nguyen, MXNC., 2023. Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction Computer Assisted Language Learning, v. 36
Doi: 10.1080/09588221.2021.1976212
2022
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
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
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., 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
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
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 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
