Phung Dao
Phung Dao
Manchester Metropolitan University, England
Verified email at mmu.ac.uk
Title
Cited by
Cited by
Year
The effect of task role on Vietnamese EFL learners' collaboration in mixed proficiency dyads
P Dao, K McDonough
System 65, 15-24, 2017
392017
Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction
P Dao, K McDonough
International Journal of Educational Research 88, 60-72, 2018
162018
Effect of interaction strategy instruction on learner engagement in peer interaction
P Dao
System 91, 102244, 2020
112020
Effects of task goal orientation on learner engagement in task performance
P Dao
International Review of Applied Linguistics in Language Teaching, 2019
92019
Teacher mediation in L2 classroom task-based interaction
P Dao, N Iwashita
System 74, 183-193, 2018
92018
Learner attention to form in ACCESS task-based interaction
P Dao, N Iwashita, E Gatbonton
Language Teaching Research 21 (4), 454-479, 2017
82017
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
52019
Teachers’ perceptions of learner engagement in L2 classroom task-based interaction
P Dao, MXNC Nguyen, N Iwashita
The Language Learning Journal, 1-14, 2019
52019
Structural alignment in L2 task-based interaction
P Dao, P Trofimovich, S Kennedy
ITL-International Journal of Applied Linguistics 169 (2), 293-320, 2018
42018
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
32017
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
32017
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
12020
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
12020
Attitudinal bias, individual differences, and second language speakers’ interactional performance
P Trofimovich, K McDonough, P Dao, D Abashidze
Applied Linguistics Review, 2019
12019
Learner engagement in peer task-based interaction: Identifying the effect of interlocutor proficiency and task outcome
P Dao
PhD Dissertation Concordia University, Canada, 2017
12017
Effect of pronunciation instruction on L2 learners’ listening comprehension
P Dao, MXNC Nguyen, NBC Nguyen
Journal of Second Language Pronunciation, 2020
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
2020
Exploring L2 structural convergence in peer task-based interaction
P Dao, S Kennedy
University of Sydney Papers in TESOL, 2018
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
2012
IELTS Research Reports
H Van Nguyen, MXNC Nguyen, P Dao
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Articles 1–20