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Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589, Nguyen, Mai ORCID: https://orcid.org/0000-0003-1276-8589 and Duong, Phuong Thao (2023) Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction. Computer Assisted Language Learning, 36 (7). pp. 1206-1235. ISSN 0958-8221

Nguyen, Mai ORCID: https://orcid.org/0000-0003-1276-8589, Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589 and Iwashita, Noriko (2022) Nurturing teachers’ research mindset in an inquiry-based language teacher education course. The Modern Language Journal, 106 (3). pp. 599-616. ISSN 0026-7902

Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589, Nguyen, Mai ORCID: https://orcid.org/0000-0003-1276-8589, Iwashita, Noriko and Spinelli, Franciele (2022) A Dialogic Approach to Fostering TESOL Teacher-learners’ Research Engagement: Insights from a ‘Learning-to-Research’ Procedure. TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect, 56 (2). pp. 775-787. ISSN 0039-8322

Trofimovich, Pavel, McDonough, Kim, Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589 and Abashidze, Dato (2022) Attitudinal bias, individual differences, and second language speakers’ interactional performance. Applied Linguistics Review, 13 (1). pp. 99-116. ISSN 1868-6303

Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589, Nguyen, Mai ORCID: https://orcid.org/0000-0003-1276-8589, Duong, Phuong Thao and Tran-Thanh, Vu (2021) Learners’ engagement in L2 Computer-Mediated Interaction : chat mode, interlocutor familiarity, and text quality. Modern Language Journal, 105 (4). pp. 767-791. ISSN 0026-7902

Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589, Nguyen, Mai ORCID: https://orcid.org/0000-0003-1276-8589 and Iwashita, Noriko (2021) Teachers’ perceptions of learner engagement in L2 classroom task-based interaction. The Language Learning Journal, 49 (6). pp. 711-724. ISSN 0169-2046

Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589 and Sato, Masatoshi (2021) Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours. Language Teaching Research, 25 (6). pp. 972-994. ISSN 1362-1688

Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589, Nguyen, Mai ORCID: https://orcid.org/0000-0003-1276-8589 and Chi, Do-Na (2021) Reflective learning practice for promoting adolescent EFL learners’ attention to form. Innovation in Language Learning and Teaching, 15 (3). pp. 247-262. ISSN 1750-1229

Dianati, Seb, Nguyen, Mai ORCID: https://orcid.org/0000-0003-1276-8589, Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589, Iwashita, Noriko and Vasquez, Claudia (2020) Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot! and Cirrus. Journal of University Teaching and Learning Practice, 17 (5). ISSN 1449-9789

Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589 (2020) Effect of interaction strategy instruction on learner engagement in peer interaction. System, 91. ISSN 0346-251X

McDonough, Kim, Trofimovich, Pavel, Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589 and Abashidze, Dato (2020) Eye gaze and L2 speakers’ responses to recasts: a systematic replication study of McDonough, Crowther, Kielstra and Trofimovich (2015). Language Teaching, 53 (1). pp. 81-95. ISSN 0261-4448

Nguyen, Mai ORCID: https://orcid.org/0000-0003-1276-8589 and Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589 (2019) Identity exploration and development in TESOL teacher education: A three-dimensional space narrative inquiry perspective. Tesol Journal, 10 (4). ISSN 1056-7941

Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589 (2019) Effects of task goal orientation on learner engagement in task performance. International Review of Applied Linguistics in Language Teaching, 59 (3). pp. 315-334. ISSN 0019-042X

Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589 and Kennedy, Sara (2018) Exploring L2 structural convergence in peer task-based interaction. University of Sydney Papers in TESOL (13). ISSN 1834-4712

Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589, Trofimovich, Pavel and Kennedy, Sara (2018) Structural alignment in L2 task-based interaction. ITL: International journal of applied linguistics, 169 (2). pp. 293-320. ISSN 0019-0829

Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589 and Iwashita, Noriko (2018) Teacher mediation in L2 classroom task-based interaction. System, 74. pp. 183-193. ISSN 0346-251X

Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589 and McDonough, Kim (2018) Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction. International Journal of Educational Research, 88. pp. 60-72. ISSN 0883-0355

Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589, Iwashita, Noriko and Gatbonton, Elizabeth (2017) Learner attention to form in ACCESS task-based interaction. Language Teaching Research, 21 (4). pp. 454-479. ISSN 1362-1688

Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589 and McDonough, Kim (2017) The effect of task role on Vietnamese EFL learners' collaboration in mixed proficiency dyads. System, 65. pp. 15-24. ISSN 0346-251X

McDonough, Kim, Trofimovich, Pavel, Dao, Phung ORCID: https://orcid.org/0000-0002-8612-5589 and Dion, Alexandre (2016) Eye gaze and production accuracy predict English L2 speakers' morphosyntactic learning. Studies in Second Language Acquisition, 39 (4). pp. 851-868. ISSN 0272-2631