Mai Xuan Nhat Chi Nguyen

Manchester Metropolitan University | MMU · Department of Languages Information and Communications

This study investigated language teachers' visions for professional self-development, drawing on a central argument that there is an inherent connection between teacher identity and their professional vision. Eighty-six in-service Vietnamese English-language teachers participated in a guided six-stage procedure in which they articulated their visio...

The colloquium,‘(Re)Examining the research–practice interface: International perspectives, multiple methods, persistent challenges, and novel directions,’ organized by Matt Coss (Michigan State University) and Hyun-Bin Hwang (Michigan State University), consisted of six paper presentations and comments from a discussant. In applied linguistics, the...

This volume consists of a collection of empirical studies and research syntheses investigating the role of individual difference (ID) variables in task-based language teaching (TBLT)—a pedagogical approach that emphasizes the importance of the performance of meaning-oriented tasks in facilitating second language learning. TBLT is subject to learner...

This exploratory study investigated second language (L2) teachers’ perceptions and assessment of young learners’ (aged 8–10 years) engagement, particularly focusing on the definition of engagement, its indicators, the teachers’ assessment of engagement during live task performances in intact classes, and their use of engagement-promoting strategies...

This study explored the phenomenon of ‘IELTS juniors’ in Vietnam, specifically focusing on the perceptions of young adolescent learners, parents, and IELTS preparation course providers. It delved into the impact of IELTS and IELTS courses on young adolescent learners, their purpose for enrolling in ‘IELTS junior’ preparation courses, the characteri...

This study investigated second language (L2) teacher learners' abilities to theorize from practice and their perceptions of this theorizing experience. Fifty-four L2 teacher learners completed a theorizing task probing for their conceptualization of ‘learner engagement’. Focus-group interviews were later conducted with 17 participants. Findings sho...

This study explored teachers’ perceptions of synchronous online peer interaction (SOPI) among young learners (YLs), aged 7 to 15. Thirty-eight teachers of diverse L1 backgrounds and teaching experience completed a survey and attended an in-depth interview that explored multiple aspects of SOPI (e.g. benefits, issues, frequency of use, strategies to...

This study investigates the types of culture (e.g. source culture, target culture, and international culture) that are presented in a high school level English textbook in Indonesia and teachers’ attitudes toward this cultural presentation. Data were obtained from an English textbook nationally prescribed for Grade 10 senior high school students in...

The guest editors, Masatoshi Sato (Universidad Andres Bello) and Shawn Loewen (Michigan State University), feature a collection of empirical studies focusing on the relationship between research and practice in the field of second language (L2) learning and teaching—a much-debated yet rarely-investigated topic. With articles written by like-minded...

This study investigates the impact of an inquiry-based teacher education course in nurturing second language (L2) teachers' research mindset, defined herein as their cognition and action toward research. One hundred and thirty pre-and in-service L2 teachers of various nationalities participated in a teacher education course on instructed second lan...

The facilitative role of oral corrective feedback in second language (L2) learning has often been evidenced in interaction research. However, this body of research has been largely lab-based and focused on adult learners. Some studies have explored feedback in classroom settings but have been primarily concerned with teachers’ and/or adults’ feedba...

This study investigated the effects of synchronous computer-mediated communication (SCMC) mode and interlocutor familiarity on frequency and characteristics of peer feedback in L2 interaction. Fifty dyads of EFL learners were equally assigned into familiar (+/–) groups and performed an interactive task in two SCMC modes (text/video-chats). After th...

This study investigated the impact of synchronous computer‐mediated communication (SCMC) mode and familiarity with partners on learner engagement in second‐language task‐based interaction, and whether learner engagement is linked to subsequent joint‐written‐text quality. Ninety‐eight Vietnamese learners of English were assigned into (±) familiar gr...

Technological tools used in teaching and learning have been reported to influence students' satisfaction, engagement and their continued effort in learning (Roach, 2014). The present study, therefore, investigated students’ perceptions of technological use in a flipped classroom at university level through evaluation of three different web-based to...

This study describes characteristics of Vietnamese IELTS teachers and the impact of IELTS on their teaching practice and lives outside the classroom. Participants were 137 Vietnamese IELTS teachers recruited from the Central area of Vietnam. They participated in an online survey and subsequent individual in-depth interviews which focused on describ...

Vietnam is a multi‐ethnic and multilingual country, with 54 different ethnic groups who speak more than 100 different languages. In terms of Kachru's influential Circles of English model, Vietnam is an Expanding Circle country. English is a foreign language in Vietnam, with no official status in government and law. Within the country, English is th...

This study investigated Vietnamese students’ perceptions of assessment practices in local and international English-Medium Instruction (EMI) programmes. Participants were six Vietnamese students who, at the time of the research, were studying towards or recently completed a Bachelor’s or Master’s degree in a science- or business-related discipline...

This study explored the potential impact of pronunciation instruction on L2 listening comprehension. Seventy-two intermediate Vietnamese EFL university learners formed two groups. The pronunciation group (n = 35) received seven weekly 45-minute pronunciation instruction sessions targeting segmental and suprasegmental features of English. The contro...

To address learners’ low attention to form in peer interaction, the current study investigated the impact of reflective learning practice intervention that aims to promote learners’ attention to form. Sixty-eight adolescent EFL learners (Mage = 15.6, SD = 7.05) formed reflective learning practice and control groups. The reflective practice group re...

This study explores the professional identity development of five nonnative‐English‐speaking teacher learners from different backgrounds who were studying for a master’s degree in applied linguistics/TESOL at an Australian university, following the three‐dimensional space narrative inquiry framework (Clandinin & Connelly, 2000). The study aims to a...

This study explored teachers’ perceptions of learner engagement in L2 task-based interaction. Fifty-four pre- and in-service ESL/EFL teachers with different L1 backgrounds and L2 teaching experiences were asked to define and rate learner engagement in two learner-learner interactions. The results revealed three major indicators that the teachers re...

This chapter provides an overview of past and current language education policies in Vietnam. Our reviews and critical discussions centre on state rules and regulations regarding the teaching and learning of Vietnamese, ethnic minority languages, and foreign languages. Historically speaking, language education policy in Vietnam has been largely con...

Paraphrasing is an important skill in academic writing it is a cognitive skillthat requires higher order thinking and high proficiency inss both reading, and writing. This research explored the paraphrasing ability of EFL learners at a tertiary institution in Vietnam and examined the challenges they face when paraphrasing. Data were collected from...

This study investigated the degree to which TESOL (Teaching English to Speakers of Other Languages) training in Inner-Circle English-speaking countries impacted on the autonomy in teaching practice of Vietnamese teachers of English. Using an online survey, semi-structured in-depth interviews, and classroom observations, the research explored tensio...

This research investigates non-native English teachers’ engagement with the native speaker model, i.e. whether they agree/disagree with measuring English teaching and learning performance against native speaker standards. More importantly, it aims to unearth the impact of teacher education on teachers’ attitudes and beliefs about “native-speakernes...