Thi Ngoc Yen Dang

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Lecturer in Language Education

University of Leeds

United Kingdom

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Dr. Thi Ngoc Yen Dang is a Lecturer in Language Education at the University of Leeds, United Kingdom. Her research primarily focuses on academic vocabulary acquisition, second language writing, and incidental vocabulary learning through various channels such as online news and academic lectures. Recent articles include investigations into the use of academic vocabulary in discipline-specific assignments and analyses of student talk for vocabulary learning.

Recent Grants

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Unveiling the factors for the predictive validity of IELTS for postgraduate studies: assessment, teaching and learning in the TLU domain

Open Date: 2021-01-01

Close Date: 2023-01-01

Articles (16)

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2025

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2022

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2022

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2022

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2021

Collaborators (2)

PHUNG DAO

Assistant Professor in Second Language Education

University of Cambridge

UNITED KINGDOM

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John Read

Professor

University of Auckland

NEW ZEALAND

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Thi Ngoc Yen Dang

Research Interests

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Contact this professor

About

Recent Grants

Articles (16)

Tracking the development in second language writers’ use of academic vocabulary in discipline-specific assignments

Applications of word lists in second language learning and teaching

Spanish–English cognates and false cognates in academic spoken vocabulary: Lexical coverage, orthographic, and phonological transparency, and frequency

Operationalising critical thinking in postgraduate disciplinary writing: insights from corpus and cluster analyses of lecturer feedback

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

Learning academic vocabulary through reading online news

Open Access Academic Lectures as Sources for Incidental Vocabulary Learning: Examining the Role of Input Mode, Frequency, Type of Vocabulary, and Elaboration

Effect of L2 exposure, length of study, and L2 proficiency on EFL learners’ receptive knowledge of form–meaning connection and collocations of high-frequency words

Online News as a Resource for Incidental Learning of Core Academic Words, Academic Formulas, and General Formulas

Relationships between lexical coverage, learner knowledge, and teacher perceptions of the usefulness of high‐frequency words

Measuring depth of academic vocabulary knowledge

A corpus-based study of vocabulary in conference presentations

Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes

Vocabulary in EAP learning materials: What can we learn from teachers, learners, and corpora?

Vocabulary in academic lectures

SELECTING LEXICAL UNITS IN WORDLISTS FOR EFL LEARNERS

Collaborators (2)

PHUNG DAO

John Read

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