Phung Dao
Phung Dao
Manchester Metropolitan University, England
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TitleCited byYear
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
Learner attention to form in ACCESS task-based interaction
P Dao, N Iwashita, E Gatbonton
Language Teaching Research 21 (4), 454-479, 2017
Teacher mediation in L2 classroom task-based interaction
P Dao, N Iwashita
System 74, 183-193, 2018
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
Effects of task goal orientation on learner engagement in task performance
P Dao
International Review of Applied Linguistics in Language Teaching, 2019
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
Attitudinal bias, individual differences, and second language speakers’ interactional performance
P Trofimovich, K McDonough, P Dao, D Abashidze
Applied Linguistics Review, 2019
Exploring L2 structural convergence in peer task-based interaction
P Dao, S Kennedy
University of Sydney Papers in TESOL, 2018
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Articles 1–12