Faculty of Education

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

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

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

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., 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., 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

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

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

Book chapters

2023 (Accepted for publication)

Dao, P., Iwashita, N., Nguyen, M. and Arias-Contreras, C., 2023 (Accepted for publication). Teachers’ and learners’ beliefs about task-based language teaching: A systematic review

Zehui Yang

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

Xinran Wu

Theses / dissertations

2024 (No publication date)

Wu, X., 2024 (No publication date). (Re)conceptualising Time and Space in Multilingual Identity Research: A Comparative Study of Public and International High School LOTE Learners in China
Doi: http://doi.org/10.17863/CAM.107182

Journal articles

2023

Wu, X. and Forbes, K., 2023. Contextualising the temporal dimension in multilingual identity construction: A longitudinal Q methodological study with Chinese LOTE-learning public high school students System, v. 116
Doi: 10.1016/j.system.2023.103090

2022 (Accepted for publication)

Wu, X. and Forbes, K., 2022 (Accepted for publication). Multilingual Identity in Schools: A Q Methodological Study with Chinese LOTE-as-L3 Learners in International and Public High School Contexts Journal of Language Identity and Education,
Doi: http://doi.org/10.1080/15348458.2022.2134138

Benjamin Strawbridge FRSA MCCT

Science education

Oracy and dialogue

Speech, language and communication needs

Second language education

Socio-economic disadvantage

Yuchen Zong

Theses / dissertations

2024 (No publication date)

Zong, Y., 2024 (No publication date). Towards ‘Skill’ and ‘Will’: Using Hope-infused Strategy Instruction in the English Writing Classroom at Chinese Universities
Doi: 10.17863/CAM.106444

Zihang Yang

Second Language Acquisition; Psycholinguistics; Language Prediction; Language Comprehension

Jenny Jiang

Corpus Linguistics; Data-Driven Learning; English for Academic Purposes; Vocabulary acquisition

Zhilin Wang

Natural language processing; Psycholinguistics; Personality psychology; Human language technologies

Dr Shawn Michael Bullock P.Phys., F.R.G.S., F.R.S.A.

History of language education; History of language policy; Plurilingual education; Language learning

Book chapters

2020

Bullock, CS. and Bullock, SM., 2020. Re-imagining history teaching by challenging national narratives
Doi: http://doi.org/10.1007/978-3-030-37210-1_4

2018

Bullock, SM., 2018. The accidental teacher educator: Learning to be a language teacher educator within diverse populations
Doi: http://doi.org/10.1108/S1479-368720180000030001

2017

MacFarlane, E. and Bullock, SM., 2017. Dreaming of modern design: Considering curriculum history of teacher education in British Columbia
Doi: http://doi.org/10.4324/9781315411378

2016

Bullock, S., 2016. Digital technologies in teacher education: From mythologies to making
Doi: http://doi.org/10.1007/978-94-6300-491-6

Fletcher, T., Vasily, A., Bullock, SM., Kosnik, C. and Chróinín, DN., 2016. Andy: Blogging with students: Educational visions and digital realities
Doi: http://doi.org/10.4324/9781315670164

Bullock, SM., 2016. Teacher candidates as researchers
Doi: http://doi.org/10.1007/978-981-10-0369-1_11

2015

Bullock, SM. and Christou, TM., 2015. Self-Study as Professional Development for a Novice Social Studies Teacher Educator
Doi: http://doi.org/10.1007/978-3-319-22939-3_18

2013

Russell, T. and Bullock, SM., 2013. DEVELOPING EXPERIENCED-BASED PRINCIPLES OF PRACTICE FOR TEACHING TEACHERS
Doi: http://doi.org/10.1007/978-94-6209-240-2_12

2007

Bullock, SM., 2007. Finding my way from teacher to teacher educator: Valuing innovative pedagogy and inquiry into practice
Doi: http://doi.org/10.4324/9780203962442

Journal articles

2020

Bullock, SM., 2020. Science for all: The struggle to establish school science in England CURRICULUM JOURNAL, v. 31
Doi: http://doi.org/10.1002/curj.61

2019 (Accepted for publication)

Sabatier Bullock, C. and Bullock, S., 2019 (Accepted for publication). Enseigner les sciences en français langue seconde : Examen d’un programme d’étude au Canada Travaux de Didactique du Français Langue Étrangère, v. 74 (2019)

2019

vanOostveen, R., Desjardins, F. and Bullock, S., 2019. Professional development learning environments (PDLEs) embedded in a collaborative online learning environment (COLE): Moving towards a new conception of online professional learning Education and Information Technologies, v. 24
Doi: http://doi.org/10.1007/s10639-018-9686-6

Bullock, S. and Sabatier, C., 2019. Didactique du français langue seconde au Canada: État des lieux de la recherche Le Français dans le Monde. Recherches et Applications, v. 66

Bullock, S. and Sabatier-Bullock, C., 2019. L’enseignement de la technologie en immersion française : et si l’on s’intéressait au contenu ? Bulletin suisse de linguistique appliquée, v. 110

2018

Sabatier, C. and Bullock, SM., 2018. Living in Plurilingual Spaces: Self-Study, Critical Friendship, and the Plurality of Publics Studying Teacher Education, v. 14
Doi: http://doi.org/10.1080/17425964.2018.1541288

Bullock, SM. and Sator, A., 2018. Developing a Pedagogy of “Making” through Collaborative Self-Study Studying Teacher Education, v. 14
Doi: http://doi.org/10.1080/17425964.2017.1413342

2017

Bullock, SM., 2017. Understanding Candidates’ Learning Relationships with their Cooperating Teachers: A call to Reframe my Pedagogy Studying Teacher Education, v. 13
Doi: http://doi.org/10.1080/17425964.2017.1342355

Sator, AJ. and Bullock, SM., 2017. ‘Making’ as a catalyst for reflective practice Reflective Practice, v. 18
Doi: http://doi.org/10.1080/14623943.2016.1268118

2016 (Published online)

Bullock, SM. and Sator, A., 2016 (Published online). Maker pedagogy and science teacher education Journal of the Canadian Association for Curriculum Studies,

2016

Bullock, SM., 2016. Radar, modems, and air defense systems: Noise as a data communication problem in the 1950s Perspectives on Science, v. 24
Doi: http://doi.org/10.1162/POSC_a_00192

Hayhoe, D., Macintyre, J. and Bullock, S., 2016. Soil science education for Grades K–12 in Canada<sup>1,2</sup> Canadian Journal of Soil Science, v. 96
Doi: http://doi.org/10.1139/cjss-2015-0079

2015

Bullock, SM., 2015. Digital technologies and diverse learning in teacher education: Reassembling the social perspective Advances in Research on Teaching, v. 25
Doi: http://doi.org/10.1108/S1479-368720150000027003

Fletcher, T. and Bullock, SM., 2015. Reframing pedagogy while teaching about teaching online: a collaborative self-study Professional Development in Education, v. 41
Doi: http://doi.org/10.1080/19415257.2014.938357

2014 (Published online)

Bullock, SM., 2014 (Published online). Self-study, improvisational theatre, and the reflective turn: Using video data to challenge my pedagogy of science teacher education Educational Research for Social Change,

2014

Bullock, SM., 2014. Exploring the Impact of Prior Experiences in Non-Formal Education on My Pedagogy of Teacher Education Studying Teacher Education, v. 10
Doi: http://doi.org/10.1080/17425964.2014.916613

Petrarca, D. and Bullock, SM., 2014. Tensions between theory and practice: Interrogating our pedagogy through collaborative self-study Professional Development in Education, v. 40
Doi: http://doi.org/10.1080/19415257.2013.801876

Bullock, SM., 2014. Developing pedagogical content knowledge for pre-service physics teachers: Exploring physics education research in practice Physics in Canada,

Christou, T. and Bullock, SM., 2014. Learning and Teaching about Social Studies and Science: A Collaborative Self-Study The Social Studies, v. 105
Doi: 10.1080/00377996.2013.850053

Bullock, SM., 2014. The pedagogical implications of Maxwellian electromagnetic models: a case study from Victorian-Era physics. Endeavour, v. 38
Doi: http://doi.org/10.1016/j.endeavour.2014.09.001

2013

Bullock, SM., 2013. Learning to teach and the false apprenticeship: Emotion and identity development during the field experience placement Advances in Research on Teaching, v. 18
Doi: http://doi.org/10.1108/S1479-3687(2013)0000018011

Bullock, SM., 2013. Using digital technologies to support Self-Directed Learning for preservice teacher education Curriculum Journal, v. 24
Doi: http://doi.org/10.1080/09585176.2012.744695

2012 (Published online)

Bullock, SM., 2012 (Published online). Making the tacit explicit: Self-study and the spectre of technology education Journal of Technical Education,

Christou, T. and Bullock, SM., 2012 (Published online). The case for philosophical mindedness Paideusis,

2012

Williams, J., Ritter, J. and Bullock, SM., 2012. Understanding the Complexity of Becoming a Teacher Educator: Experience, belonging, and practice within a professional learning community Studying Teacher Education, v. 8
Doi: http://doi.org/10.1080/17425964.2012.719130

Bullock, SM., 2012. Creating a Space for the Development of Professional Knowledge: A self-study of supervising teacher candidates during practicum placements Studying Teacher Education, v. 8
Doi: http://doi.org/10.1080/17425964.2012.692985

Fletcher, T. and Bullock, SM., 2012. Enacting Literacy Pedagogies: A collaborative self-study by teacher educators in physical education and science Studying Teacher Education, v. 8
Doi: http://doi.org/10.1080/17425964.2012.657011

2011

Desjardins, F. and Bullock, SM., 2011. Teaching 2.0: (re)learning to teach online Interactive Technology and Smart Education, v. 8
Doi: http://doi.org/10.1108/17415651111141812

Bullock, SM. and Ritter, JK., 2011. Exploring the transition into academia through collaborative self-study Studying Teacher Education, v. 7
Doi: http://doi.org/10.1080/17425964.2011.591173

Hayhoe, D., Bullock, S. and Hayhoe, K., 2011. A kaleidoscope of understanding: Comparing real with random data, using binary-choice items, to study preservice elementary teachers' knowledge of climate change Weather, Climate, and Society, v. 3
Doi: http://doi.org/10.1175/WCAS-D-11-00021.1

2010 (Published online)

Russell, T. and M. Bullock, S., 2010 (Published online). From Talk to Experience: Transforming the Preservice Physics Methods Course Brock Education Journal, v. 20
Doi: 10.26522/brocked.v20i1.143

2009

Bullock, SM. and Christou, T., 2009. Exploring the Radical Middle between Theory and Practice: A collaborative self-study of beginning teacher educators Studying Teacher Education, v. 5
Doi: 10.1080/17425960902830468

Bullock, SM., 2009. Learning to think like a teacher educator: Making the substantive and syntactic structures of teaching explicit through self-study Teachers and Teaching: Theory and Practice, v. 15
Doi: http://doi.org/10.1080/13540600902875357

2008 (Published online)

Bullock, SM., 2008 (Published online). Building concepts through writing-to-learn in college physics classrooms The Ontario Action Researcher,

1999 (Published online)

Bullock, SM., 1999 (Published online). Experiential science: An “experience first” approach to teaching and learning science. The Ontario Action Researcher,

Books

2016

Ragoonaden, K. and Bullock, SM., 2016. Mindfulness and Critical Friendship A New Perspective on Professional Development for Educators

2012

Bullock, SM. and Russell, T., 2012. Self-Studies of Science Teacher Education Practices

2011

Bullock, SM., 2011. Inside Teacher Education: Challenging Prior Views of Teaching and Learning

Conference proceedings

2011

DiGiuseppe, M., DeCoito, I., Bullock, S., VanOostveen, R. and Desjardins, F., 2011. Exploring pre-service teachers' views regarding use of computer-based technologies in a teacher preparation program Proceedings of the IADIS International Conference e-Learning 2011, Part of the IADIS Multi Conference on Computer Science and Information Systems 2011, MCCSIS 2011, v. 1

Vicky Yiran Zhao

Language disorder;
Social Communication Disorder;
psychosocial adversities;
literacy;
Global South

Dr Phung Dao

Position/Status

E-mail Address

Phone

2024

2023 (Accepted for publication)

2023

2022

2021

2020

2019

2018

2017

2023 (Accepted for publication)

Zehui Yang

Xinran Wu

2024 (No publication date)

2023

2022 (Accepted for publication)

Benjamin Strawbridge FRSA MCCT

Yuchen Zong

2024 (No publication date)

Zihang Yang

Jenny Jiang

Zhilin Wang

Dr Shawn Michael Bullock P.Phys., F.R.G.S., F.R.S.A.

2020

2018

2017

2016

2015

2013

2007

2020

2019 (Accepted for publication)

2019

2018

2017

2016 (Published online)

2016

2015

2014 (Published online)

2014

2013

2012 (Published online)

2012

2011

2010 (Published online)

2009

2008 (Published online)

1999 (Published online)

2016

2012

2011

2011

Vicky Yiran Zhao

What we do

Events

Study at Cambridge

About the University

Research at Cambridge