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Phung Dao
Phung Dao
Faculty of Education, The University of Cambridge, UK
Verified email at cam.ac.uk
Title
Cited by
Cited by
Year
Effect of interaction strategy instruction on learner engagement in peer interaction
P Dao
System 91, 102244, 2020
662020
The effect of task role on Vietnamese EFL learners' collaboration in mixed proficiency dyads
P Dao, K McDonough
System 65, 15-24, 2017
632017
Effects of task goal orientation on learner engagement in task performance
P Dao
International Review of Applied Linguistics in Language Teaching, 2019
582019
Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction
P Dao, K McDonough
International Journal of Educational Research 88, 60-72, 2018
522018
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
512020
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
452019
Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours
P Dao, M Sato
Language Teaching Research 25 (6), 972-994, 2021
372021
Teachers’ perceptions of learner engagement in L2 classroom task-based interaction
P Dao, MXNC Nguyen, N Iwashita
The Language Learning Journal 49 (6), 711-724, 2021
312021
Learners’ engagement in L2 computer‐mediated interaction: chat mode, interlocutor familiarity, and text quality
P Dao, MXNC Nguyen, PT Duong, VU Tran–Thanh
The Modern Language Journal 105 (4), 767-791, 2021
232021
Teacher mediation in L2 classroom task-based interaction
P Dao, N Iwashita
System 74, 183-193, 2018
222018
Learner attention to form in ACCESS task-based interaction
P Dao, N Iwashita, E Gatbonton
Language Teaching Research 21 (4), 454-479, 2017
172017
Structural alignment in L2 task-based interaction
P Dao, P Trofimovich, S Kennedy
ITL-International Journal of Applied Linguistics 169 (2), 293-320, 2018
152018
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
132017
Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction
P Dao, PT Duong, MXNC Nguyen
Computer Assisted Language Learning 36 (7), 1206-1235, 2023
112023
Nurturing teachers’ research mindset in an inquiry‐based language teacher education course
MXNC Nguyen, P Dao, N Iwashita
The Modern Language Journal 106 (3), 599-616, 2022
112022
Teacher learners theorizing from practice: A case of the concept of learner engagement in interactive second language learning tasks
MXNC Nguyen, P Dao, N Iwashita, F Spinelli
Teaching and Teacher Education 129, 104151, 2023
62023
Reflective learning practice for promoting adolescent EFL learners’ attention to form
P Dao, MXN Chi Nguyen, DN Chi
Innovation in Language Learning and Teaching 15 (3), 247-262, 2021
62021
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
62017
Learner engagement in peer task-based interaction: Identifying the effect of interlocutor proficiency and task outcome
P Dao
PhD Dissertation Concordia University, Canada, 2017
62017
Eye gaze and production accuracy predict English L2 speakers’ morphosyntactic learning
K McDonough, P Trofimovich, P Dao, A Dion
Language Acquisition 39 (4), 851-868, 2017
62017
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