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

Phung Dao is assistant professor in Second Language Education at the Faculty of Education,University of Cambridge, where he teaches on MPhil/MEd courses in Research in Second Language Education (RSLE). Before joining the University of Cambridge, Phung was a senior Lecturer in TESOL and Applied Linguistics at Manchester Metropolitan University, teaching undergraduate/postgraduate courses and supervising PhD students in TESOL/Applied Linguistics. He also taught undergraduate/postgraduate courses in Applied Linguistics at University of Queensland (Australia), Concordia University (Canada) and An Giang University (Vietnam). His research interests focus on technology for language teaching, instructed second language acquisition (ISLA), peer interaction, learner engagement, Task-Based Language Teaching (TBLT), L2 pedagogy, and L2 teacher education. His publications appear in international peer-reviewed Applied Linguistic journals such as Modern Language Journal, TESOL Quarterly, Studies in Second Language Acquisition, Language Teaching, Computer Assisted Language Learning, Language Teaching Research, Applied Linguistics Review, TESOL Journal, System, Innovation in Language Learning and Teaching, Language Learning Journal, IRAL and among others.

Areas of research interests

My research interests are situated in the general area of applied linguistics, more specifically second language (L2) acquisition and technology for L2 learning and teaching. My current research focus is to investigate how learner engagement in peer interaction (both face-to-face and computer-mediated communication) positively contributes to the learning of EFL/ESL and how teachers facilitate this face-to-face and technology-enhanced interaction within the context of classroom. The goal of this research line is to investigate how researchers and instructors can promote effective interaction by exploring which task features, implementation condition, and cognitive, social and contextual factors affect this learning process. Areas of research interests are below.

Instructed second language acquisition
Language and technology
Learner engagement
Peer interaction
Task-Based Language Teaching (TBLT)
Second language pedagogy
Computer-Mediated Communication (CMC)
Language Teacher Education

PhD supervision: I welcome prospective doctoral students that intend to work on the following research themes/areas:

Language and technology; Classroom second language acquisition; Peer interaction; Learner engagement; Task-Based Language Teaching (TBLT); Second language pedagogy; Computer-Mediated Communication (CMC); Teacher Education

Current projects

Books (under contract)

Monograph: Learner engagement in online second language class. London: Palgrave Macmillan
Understanding L2 classroom interaction: A guide for language teachers. Bristol: Multilingual Matters. Collaborate with Noriko Iwashita & Mai Nguyen

Current funded research projects:

2023-2024: English in a multilingual world: Exploring the characteristics of Vietnamese English and its implications for classroom practice. Funding (£20,000) by British Council-Vietnam. Co- Investigator
2022-2023: A landscape review of online English Language Teaching at public schools in Vietnam. (£20,000)-(Principal investigator). Funded by British Council.
2022-2023: “IELTS Juniors” in Vietnam: Perceptions of Key Stakeholders—Young Learners, Parents and Course Providers (14,000AUD)-(Principal investigator). Funded by IDP IELTS Australia.
2022-2023: Continuing professional development for school-level English language teachers in Vietnam through Teacher Activity Groups: An identity-focused approach. Teacher Activity Group (TAG) (£20,000)-(Co-investigator)

Past funded research projects:

Oral peer feedback in classroom second language task-based interaction (2019-2021). British Council English Language Teaching Research Award (ELTRA) (£5,820). Co-awarded with Mai Nguyen.

Effects of SCMC mode and interlocutor familiarity on learner engagement (2019-2021). Language Learning’s Early Career Researcher Grant ($10,000USD).

Social impacts of the IELTS test on IELTS teachers: A case study in Central Vietnam (2019-2020).IELTS Joint-funded Research Programme 2019, co-awarded with Huy Nguyen and Mai Nguyen, ($10,973AUD). https://www.ielts.org/teaching-and-research/grants-and-awards

Effect of pronunciation instruction on L2 learners’ listening comprehension (2017-2018). English-language Researcher/Practitioner Grant Program. TOEFL Education Testing Service (ETS), USA ($5,000USD) co-awarded with Huy Nguyen and Mai Nguyen

Expert reviewer for peer-reviewed journals

Applied Linguistics
TESOL Quarterly
Modern Language Journal
Language Teaching Research
Annual Review of Applied Linguistics
Pedagogies: An International Journal
Innovation in Language Learning and Teaching
System (An International Journal of Educational Technology and Applied Linguistics)
TESOL Journal
Computer Assisted Language Learning
International Journal of Applied Linguistics
International Journal of Bilingual Education and Bilingualism
Applied Linguistics Review
TESL Canada
Language Awareness
Teacher and Teaching Education
Studies in Second Language Learning and Teaching
Canadian Journal of Applied Linguistics
International Review of Applied Linguistics in Language Teaching (IRAL)
Invited book reviewer for Taylor & Francis/Routledge (Publisher)

Grants, scholarships and awards

English Language Teaching Research Award (ELTRA) - British Council (2019),
Language Learning’s Early Career Researcher (2019),
IELTS Joint-funded Research Programme (2019)
TOEFL English-language Researcher/Practitioner-ETS (2018)
TOEFL Award for Student Research on Task-Based Language Teaching (2015),
Concordia University Conference and Exposition Award (2015-2017)
Concordia Graduate Student Mobility Award (2015-2016)
Concordia University Full Tuition Recruitment Award (2014-2017)
Australian Development Award/Scholarship for MA in TESOL (2011-2012)

Biography

PhD in Applied Linguistics, Concordia University, Canada (2017)

MA in Applied Linguistics, The University of Queensland, Australia (2012)

BA in Language Teaching, An Giang University, Vietnam (2007)

Fellow of the Higher Education Academy

Publications

Key publications:

Peer-reviewed journal articles and edited book chapters

Dao, P., Hoang, S. & Nguyen, XNCM (in press, forthcoming in 2023). Young learners’ synchronous online peer interaction: Teachers’ beliefs of its benefits and implementation. Language Awareness. Accepted on 18 November 2022.
Nguyen, M. XNC, Dao, P., & Iwashita, N. (2022). Nurturing Teachers’ Research Mindset in an Inquiry‐Based Language Teacher Education Course. The Modern Language Journal. Published online: 06 August 2022
Dao, P., Nguyen, M. XNC, Iwashita, N. & Spinelli, F. (2022). A dialogic approach to fostering TESOL teacher-learners’ research engagement: Insights from a ‘learning-to-research’ procedure. TESOL Quarterly. Published online on 27 Feb 2022
Dao, P. & Nguyen M. XNC (2022). K–12 Vietnamese learners’ oral peer feedback in classroom L2 task-based interaction in English as a Foreign Language: frequency, characteristics and influencing factors. Teaching English ELT Research Papers. British Council
Dao, P., M. Nguyen, PT. Duong, V. Tran-Thanh. (2021) Learners’ Engagement in L2 Computer-Mediated Interaction: Chat Mode, Interlocutor Familiarity, and Text Quality. Modern Language Journal.
Dao, P., & PT. Duong, & M. Nguyen. (2021). Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction. Computer Assisted Language Learning. Published online on 21 Nov 2021.
Dao, P., M. Sato (2021). Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours. Language Teaching Research. pp.136216882110442-136216882110442.
Dao, P., Nguyen, M. XNC, Chi, D. (2021). Reflective learning practice for promoting adolescent EFL learners’ attention to form. Innovation in Language Learning and Teaching. Published online 17 Nov 2020
Iwashita, N., Dao, P. (2021) 'Peer feedback in L2 oral interaction.' The Cambridge Handbook of Corrective Feedback in Language Learning and Teaching. Cambridge University Press,
Nguyen, H. V., Nguyen, M. X. N. C., & Dao, P. (2020). The impact of IELTS on English language teachers in Central Vietnam, IELTS Research Reports Online Series, No. 1. British Council, Cambridge Assessment English and IDP: IELTS Australia. Available at https://www.ielts.org/teaching-and-research/research-reports
Dao, P. (2020). Effect of interaction strategy instruction on learner engagement in peer interaction. System. https://doi.org/10.1016/j.system.2020.102244
Dao, P., Nguyen, M. XNC, & Nguyen C. (2020). Effect of pronunciation instruction on L2 learners’ listening comprehension. Journal of Second Language Pronunciation. https://doi.org/10.1075/jslp.19012.dao
Dao, P., Nguyen, M., & Iwashita, N. (2019). Teachers’ Perceptions of Learner Engagement in L2 Classroom Task-Based Interaction. Language Learning Journal. https://doi.org/10.1080/09571736.2019.1666908
Nguyen, M., & Dao, P. (2019). Identity exploration and development in TESOL teacher education: A three-dimensional space narrative inquiry perspective. TESOL Journal (Special Issue). https://doi.org/10.1002/tesj.492
Trofimovich, P., McDonough, K., Dao, P., & Abashidze, D. (2019). Attitudinal bias, individual differences, and second language speakers’ interactional performance. Applied Linguistics Review. https://doi.org/10.1515/applirev-2019-0010
Dao, P. (2019). Effects of task goal orientation on learner engagement in task performance. International Review of Applied Linguistics in Language Teaching (IRAL). DOI: https://doi.org/10.1515/iral-2018-0188
McDonough, K., Trofimovich, P., Dao, P., & Abashidze, D. (2018). Eye gaze and L2 speakers’ responses to recasts: A systematic replication study of McDonough, Crowther, Kielstra and Trofimovich (2015). Language Teaching. https://doi.org/10.1017/S0261444818000368
Dao, P. & Kennedy, S. (2018). Exploring L2 structural convergence in peer task-based interaction. Special Issue of the University of Sydney Paper in TESOL, edited by Stevenson, M. & Hirsh
Dao, P., Trofimovich, P., & Kennedy, S. (2018). Structural alignment in L2 task-based interaction. ITL-International Journal of Applied Linguistics, 169(2), 293-320.
Dao, P., & Iwashita, N. (2018). Teacher mediation in L2 task-based interaction. System,74,183-93. https://www.sciencedirect.com/science/article/pii/S0346251X17306292
Dao, P. & McDonough (2018). Effect of proficiency on learner engagement. International Journal of Educational Research, 88, 60-72. https://www.sciencedirect.com/science/article/pii/S088303551731769X
Dao, P., & McDonough, K. (2017). The effect of task role on Vietnamese EFL learners’ collaboration in mixed proficiency dyads. System, 65,15 –24. https://www.sciencedirect.com/science/article/pii/S0346251X16304511
Dao, P., Iwashita, N., & Gatbonton, E. (2017). Learner attention to form in ACCESS task-based interaction. Language Teaching Research, 21, 454 –479. https://journals.sagepub.com/doi/abs/10.1177/1362168816651462?journalCo…
McDonough, K., Trofimovich, P., Dao, P., & Dion, A. (2017). Eye gaze and production accuracy predict English L2 speakers’ morphosyntactic pattern learning. Studies in Second Language Acquisition, 39, 851–868.

Research reports

Dao, P. & Nguyen, M. (2022). K–12 Vietnamese learners’ oral peer feedback in classroom L2 task-based interaction in English as a Foreign Language: frequency, characteristics and influencing factors. British Council English Language Teaching Research Award (ELTRA).

Nguyen, H., Nguyen M. XNC, & Dao, P. (2020). The impact of IELTS on teachers in Central Vietnam. IELTS Joint-Funded Research–British Council—IDP IELTS Australia.

Dao, P. (2021). Effects of SCMC mode and interlocutor familiarity on learner engagement. Language Learning’s Early Career Researcher report.

Publications (from Symplectic)

Journal articles

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,

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,

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

2023

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

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

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

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

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

Assistant Professor

Departments and institutes:

Faculty of Education

Contact Details

Room 3S22

Cambridge

184 Hills Road, Cambridge CB2 8PQ

Email address:

pd543@cam.ac.uk

Affiliations

Classifications:

Academic Staff

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