Phung Dao
Phung Dao
Manchester Metropolitan University, England
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The effect of task role on Vietnamese EFL learners' collaboration in mixed proficiency dyads
P Dao, K McDonough
System 65, 15-24, 2017
Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction
P Dao, K McDonough
International Journal of Educational Research 88, 60-72, 2018
Effect of interaction strategy instruction on learner engagement in peer interaction
P Dao
System 91, 102244, 2020
Effects of task goal orientation on learner engagement in task performance
P Dao
International Review of Applied Linguistics in Language Teaching, 2019
Teacher mediation in L2 classroom task-based interaction
P Dao, N Iwashita
System 74, 183-193, 2018
Learner attention to form in ACCESS task-based interaction
P Dao, N Iwashita, E Gatbonton
Language Teaching Research 21 (4), 454-479, 2017
Identity exploration and development in TESOL teacher education: A three‐dimensional space narrative inquiry perspective
XNCM Nguyen, P Dao
Tesol Journal 10 (4), e492, 2019
Teachers’ perceptions of learner engagement in L2 classroom task-based interaction
P Dao, MXNC Nguyen, N Iwashita
The Language Learning Journal, 1-14, 2019
Structural alignment in L2 task-based interaction
P Dao, P Trofimovich, S Kennedy
ITL-International Journal of Applied Linguistics 169 (2), 293-320, 2018
Eye gaze and production accuracy predict English L2 speakers' morphosyntactic learning
K McDonough, P Trofimovich, P Dao, A Dion
Studies in Second Language Acquisition 39 (4), 851-868, 2017
Eye gaze and L2 speakers’ responses to recasts: A systematic replication study of McDonough, Crowther, Kielstra and Trofimovich (2015)
K McDonough, P Trofimovich, P Dao, D Abashidze
Language Teaching, 1-15, 2017
Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot! and Cirrus
S Dianati, M Nguyen, P Dao, N Iwashita, C and Vasquez
Journal of University Teaching & Learning Practice 17 (5), 1-14, 2020
Reflective learning practice for promoting adolescent EFL learners’ attention to form
P Dao, MXN Chi Nguyen, DN Chi
Innovation in Language Learning and Teaching, 1-16, 2020
Attitudinal bias, individual differences, and second language speakers’ interactional performance
P Trofimovich, K McDonough, P Dao, D Abashidze
Applied Linguistics Review, 2019
Learner engagement in peer task-based interaction: Identifying the effect of interlocutor proficiency and task outcome
P Dao
PhD Dissertation Concordia University, Canada, 2017
Effect of pronunciation instruction on L2 learners’ listening comprehension
P Dao, MXNC Nguyen, NBC Nguyen
Journal of Second Language Pronunciation, 2020
The impact of IELTS on English language teachers in Central Vietnam
P Nguyen, H. V., Nguyen, M. X. N. C., and Dao
IELTS Research Reports Online Series, No. 1. British Council, Cambridge …, 2020
Exploring L2 structural convergence in peer task-based interaction
P Dao, S Kennedy
University of Sydney Papers in TESOL, 2018
Reciprocal form-focused tasks: their effects on peer interaction and L2 learning in an ESL Classroom
P Dao
MA Thesis University of Queensland, Australia, 2012
IELTS Research Reports
H Van Nguyen, MXNC Nguyen, P Dao
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