PHUNG DAO

Assistant Professor in Second Language Education

University of Cambridge

United Kingdom

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Phung Dao is an Assistant Professor in Second Language Education at the University of Cambridge, UK. His research focuses on young learners' engagement in primary L2 classrooms, incidental vocabulary learning, and task-based language teaching. Recent articles include studies on learners' online engagement, the impact of task motivation on attention to form, and the professional experiences of foreign Asian English teachers. He continues to explore innovative methods for assessing and enhancing language learning outcomes in diverse educational contexts.

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2021

Collaborators (4)

NORIKO IWASHITA

University of Queensland

AUSTRALIA

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Thi Ngoc Yen Dang

Lecturer in Language Education

University of Leeds

UNITED KINGDOM

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Mai Xuan Nhat Chi Nguyen

Lecturer

Manchester Metropolitan University

UNITED KINGDOM

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Phil Hiver

Florida State University

UNITED STATES

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PHUNG DAO

Research Interests

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Articles (20)

Does race matter? Insights into the professional experiences of foreign Asian English teachers in China

How Teachers See It: Understanding Young Learners’ Engagement in Primary L2 Classrooms

From Task Motivation to L2 Learning: Understanding Links through Learners' Task Engagement

Young learners’ online engagement: exploring learners’ and teachers’ perspectives

The impact of task motivation on learners’ attention to form and subsequent learning in interactive tasks

Student talk as a source for incidental vocabulary learning: what can corpora tell us?

Public primary school teachers’ perceptions and assessment of young learners’ engagement

The Role of the Learner in Task‐Based Language Teaching: Theory and Research MethodsCraigLambert, ScottAubrey, and GavinBui. New York: Routledge, 2023. Pp. xx + 217.

Model texts as a feedback instrument in second language writing: A systematic review

Engagement in collaborative writing: Exploring learners’ control of task content and text quality

Teacher learners theorizing from practice: A case of the concept of learner engagement in interactive second language learning tasks

Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices

Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation

Synchronous online English language teaching for young learners: insights from public primary school teachers in an EFL context

Nurturing Teachers’ Research Mindset in an Inquiry‐Based Language Teacher Education Course

A Dialogic Approach to Fostering TESOL Teacher‐learners’ Research Engagement: Insights from a ‘Learning‐to‐Research’ Procedure

Attitudinal bias, individual differences, and second language speakers' interactional performance

Learners’ Engagement in L2 Computer‐Mediated Interaction: Chat Mode, Interlocutor Familiarity, and Text Quality

Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction

Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours

Collaborators (4)

NORIKO IWASHITA

Thi Ngoc Yen Dang

Mai Xuan Nhat Chi Nguyen

Phil Hiver

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