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Phung Dao


Assistant Professor in Second Language Education

E-mail Address


+ 44 (0)1223 767600


  • PhD in Applied Linguistics, Concordia University, Montreal, Canada (2017)
  • Masters in Applied Linguistics/TESOL, University of Queensland, Australia (2012)
  • Bachelor in Language Teaching, An Giang University, Vietnam (2007)

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Phung Dao is Assistant Professor in Second Language Education at the Faculty of Education, University of Cambridge, where he teaches MPhil/MEd courses in Research in Second Language Education (RSLE) and supervises PhD students. Before joining the University of Cambridge, Phung was a senior Lecturer in TESOL and Applied Linguistics at Manchester Metropolitan University (2018-2022), teaching undergraduate/postgraduate courses and supervising PhD students in TESOL/Applied Linguistics. He also taught undergraduate/postgraduate courses in Applied Linguistics at University of Queensland (Australia), Concordia University (Canada) and An Giang University (Vietnam).

His research interests focus on instructed second language acquisition (ISLA), technology for language teaching and learning, peer interaction, learner engagement, Task-Based Language Teaching (TBLT), L2 pedagogy, and L2 teacher education. His publications appear in international peer-reviewed Applied Linguistic journals such as Modern Language Journal, TESOL Quarterly, Studies in Second Language Acquisition, Language Teaching, Computer Assisted Language Learning, Language Teaching Research, Applied Linguistics Review, TESOL Journal, System, Innovation in Language Learning and Teaching, Language Learning Journal, IRAL and among others.

His current research projects, funded by British Council and IELTS IDP Australia, investigate online English language teaching in Vietnamese public schools, IELTS impacts on stakeholders, and young learners’ engagement in L2 learning tasks in face-to-face and online classes.

Academic Area/Links

  • British Association of Applied Linguistics (BAAL)
  • American Association for Applied Linguistics (AAAL)
  • Canadian Association of Applied Linguistics (CAAL)

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Areas of research interests

My research interests are situated in the general area of applied linguistics, more specifically second language (L2) acquisition and technology for L2 learning and teaching. My current research focus is to investigate how learner engagement in peer interaction (both face-to-face and computer-mediated communication) positively contributes to the learning of EFL/ESL and how teachers facilitate this face-to-face and technology-enhanced interaction within the context of classroom. The goal of this research line is to investigate how researchers and instructors can promote effective interaction by exploring which task features, implementation condition, and cognitive, social and contextual factors affect this learning process.

Areas of research interests are below.

  • Instructed second language acquisition
  • Learner engagement in online and face-to-face language classes
  • Computer-Mediated Communication (CMC): Synchronous online language learning and teaching
  • Peer interaction in online and face-to-face language classes
  • Second language pedagogy: Task-Based Language Teaching (TBLT)

PhD supervision: I welcome prospective doctoral students that intend to work on the following research themes/areas:

Learner engagement; Classroom second language acquisition; Computer-Mediated Communication (CMC): Synchronous online language learning and teaching; Peer interaction; Task-Based Language Teaching (TBLT); Second language pedagogy;Teacher Education

Current Research Project(s)

  • 2023-2024: English in a multilingual world: Exploring the characteristics of Vietnamese English and its implications for classroom practice. Funded by British Council-Vietnam. Co- Investigator.
  • 2022-2023: A landscape review of online English Language Teaching at public schools in an EFL context. Funded by British Council –Principal Investigator.
  • 2022-2023: IELTS Juniors” in Vietnam: Perceptions of Key Stakeholders—Young Learners, Parents, and Course Providers. Funded by IELTS IDP Australia. –Principal Investigator.
  • 2022-2023: Continuing professional development for school-level English language teachers in Vietnam through Teacher Activity Groups: An identity-focused approach. Funded by British Council –Co-Principal Investigator.
  • 2022-2024: Monograph and co-authored books Dao, P (Monograph, contracted) Learner engagement in online second language class. London: Palgrave Macmillan
  • 2021-2023: Iwashita, N., Dao, P. & Nguyen, M (Co-authored, contracted). Understanding L2 classroom interaction: A guide for language teachers. Bristol: Multilingual Matters. Collaborate with Noriko Iwashita & Mai Nguyen

Past funded research projects:

  • Oral peer feedback in classroom second language task-based interaction (2019-2021). British Council English Language Teaching Research Award (ELTRA).
  • Effects of SCMC mode and interlocutor familiarity on learner engagement (2019-2021). Language Learning’s Early Career Researcher Grant.
  • Social impacts of the IELTS test on IELTS teachers: A case study in Central Vietnam (2019-2020).IELTS Joint-funded Research Programme 2019.
  • Effect of pronunciation instruction on L2 learners’ listening comprehension (2017-2018). English-language Researcher/Practitioner Grant Program. TOEFL Education Testing Service (ETS), USA.

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  • Postgraduate
    • MPhil, MEd and PhD in Research in Second Language Education (RSLE)
    • Research Method Strands (MEd)
    • PhD Pathway

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Principal and Recent Publications

  • Dao, P., Iwashita, Nguyen, XNCM & Arias Contreras, C. (2014, in press). Teachers’ and learners’ beliefs about task-based language teaching: A systematic review. In Li, S. (Ed.), Individual Differences and Task-Based Language Teaching. John Benjamins.
  • Dao, P. (2023, invited book review). The role of the learner in Task-Based Language Teaching: Theory and research methods , Craig Lambert, Scott Aubrey, and Gavin Bui. New York: Routledge. TESOL Quarterly.
  • Dao, P., Bui, T., Nguyen, D., & Nguyen, M XNC (2023). Synchronous online English language teaching for young learners: Insights from primary public school teachers in an EFL context. Computer Assisted Language Learning. DOI: 10.1080/09588221.2023.2260429
  • Nguyen, M. XNC., Dao, P., Iwashita, N. & Spinelli, F. (2023). Teachers generate theories: A case of the concept of learner engagement in second language classroom interaction. Teaching and Teacher Education.
  • Phan, H. & Dao, P. (2023). Engagement in collaborative writing: Exploring learners’ control of task content and text quality. International Journal of Applied Linguistics.
  • Bui, T. & Dao, P. (2023). Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices. Language Teaching Research. DOI: 10.1177/13621688231160727. First published online April 1, 2023.
  • Dao, P., Hoang, S. & Nguyen, XNCM (2023). Young learners’ synchronous online peer interaction: Teachers’ beliefs of its benefits and implementation. Language Awareness. DOI: 10.1080/09658416.2022.2152828
  • Nguyen, M. XNC, Dao, P., & Iwashita, N. (2022). Nurturing Teachers’ Research Mindset in an Inquiry‐Based Language Teacher Education Course. The Modern Language Journal.
  • Dao, P., Nguyen, M. XNC, Iwashita, N. & Spinelli, F. (2022). A dialogic approach to fostering TESOL teacher-learners’ research engagement: Insights from a ‘learning-to-research’ procedure. TESOL Quarterly.
  • Dao, P. & Nguyen M. XNC (2022). K–12 Vietnamese learners’ oral peer feedback in classroom L2 task-based interaction in English as a Foreign Language: frequency, characteristics and influencing factors. Teaching English ELT Research Papers. British Council
  • Dao, P., M. Nguyen, PT. Duong, V. Tran-Thanh. (2021) Learners’ Engagement in L2 Computer-Mediated Interaction: Chat Mode, Interlocutor Familiarity, and Text Quality. Modern Language Journal.
  • Dao, P., & PT. Duong, & M. Nguyen. (2021). Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction. Computer Assisted Language Learning.
  • Dao, P., M. Sato (2021). Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours. Language Teaching Research. pp.136216882110442-136216882110442.
  • Dao, P., Nguyen, M. XNC, Chi, D. (2021). Reflective learning practice for promoting adolescent EFL learners’ attention to form. Innovation in Language Learning and Teaching. Published online 17 Nov 2020
  • Nguyen, H. V., Nguyen, M. X. N. C., & Dao, P. (2020). The impact of IELTS on English language teachers in Central Vietnam, IELTS Research Reports Online Series, No. 1. British Council, Cambridge Assessment English and IDP: IELTS Australia. Available at
  • Dao, P. (2020). Effect of interaction strategy instruction on learner engagement in peer interaction. System.
  • Dao, P., Nguyen, M. XNC, & Nguyen C. (2020). Effect of pronunciation instruction on L2 learners’ listening comprehension. Journal of Second Language Pronunciation.
  • Dao, P., Nguyen, M., & Iwashita, N. (2019). Teachers’ Perceptions of Learner Engagement in L2 Classroom Task-Based Interaction. Language Learning Journal.
  • Nguyen, M., & Dao, P. (2019). Identity exploration and development in TESOL teacher education: A three-dimensional space narrative inquiry perspective. TESOL Journal (Special Issue).
  • Trofimovich, P., McDonough, K., Dao, P., & Abashidze, D. (2019). Attitudinal bias, individual differences, and second language speakers’ interactional performance. Applied Linguistics Review.
  • Dao, P. (2019). Effects of task goal orientation on learner engagement in task performance. International Review of Applied Linguistics in Language Teaching (IRAL). DOI:
  • McDonough, K., Trofimovich, P., Dao, P., & Abashidze, D. (2018). Eye gaze and L2 speakers’ responses to recasts: A systematic replication study of McDonough, Crowther, Kielstra and Trofimovich (2015). Language Teaching.
  • Dao, P. & Kennedy, S. (2018). Exploring L2 structural convergence in peer task-based interaction. Special Issue of the University of Sydney Paper in TESOL, edited by Stevenson, M. & Hirsh
  • Dao, P., Trofimovich, P., & Kennedy, S. (2018). Structural alignment in L2 task-based interaction. ITL-International Journal of Applied Linguistics, 169(2), 293-320.
  • Dao, P., & Iwashita, N. (2018). Teacher mediation in L2 task-based interaction. System,74,183-93.
  • Dao, P. & McDonough (2018). Effect of proficiency on learner engagement. International Journal of Educational Research, 88, 60-72.
  • Dao, P., & McDonough, K. (2017). The effect of task role on Vietnamese EFL learners’ collaboration in mixed proficiency dyads. System, 65,15 –24.
  • Dao, P., Iwashita, N., & Gatbonton, E. (2017). Learner attention to form in ACCESS task-based interaction. Language Teaching Research, 21, 454 –479.
  • McDonough, K., Trofimovich, P., Dao, P., & Dion, A. (2017). Eye gaze and production accuracy predict English L2 speakers’ morphosyntactic pattern learning. Studies in Second Language Acquisition, 39, 851–868.
  • Iwashita, N. & Dao, P. (2021). Peer feedback in L2 oral interaction. In Nassaji, H. & Kartchava, E. (Eds.). The Cambridge Handbook of Corrective Feedback in Language Learning and Teaching. Cambridge University Press. Journal articles

Expert reviewer for peer-reviewed journals

  • Applied Linguistics
  • TESOL Quarterly
  • Modern Language Journal
  • Language Teaching Research
  • Annual Review of Applied Linguistics
  • Pedagogies: An International Journal
    Innovation in Language Learning and Teaching
  • System (An International Journal of Educational Technology and Applied Linguistics)
    TESOL Journal
  • Computer Assisted Language Learning
  • International Journal of Applied Linguistics
  • International Journal of Bilingual Education and Bilingualism
  • Applied Linguistics Review
  • TESL Canada
  • Language Awareness
  • Teacher and Teaching Education
  • Studies in Second Language Learning and Teaching
  • Canadian Journal of Applied Linguistics
  • International Review of Applied Linguistics in Language Teaching (IRAL)
  • Invited book reviewer for Taylor & Francis/Routledge (Publisher)

Grants, scholarships and awards

  • UK-VN research grants, funded by British Council: English in a multilingual world (2023-2024); Teacher Activity Groups (2022-2023); A landscape review of online English Language Teaching at public schools in Vietnam (2022-2023)
  • IELTS Joint-funded Research Programme grants (2019; 2022)
  • English Language Teaching Research Award (ELTRA) - British Council (2019)
  • Language Learning’s Early Career Researcher (2019)
  • TOEFL English-language Researcher/Practitioner-ETS (2018)
  • TOEFL Award for Student Research on Task-Based Language Teaching (2015)
  • Concordia University Conference and Exposition Award (2015-2017)
  • Concordia Graduate Student Mobility Award (2015-2016)
  • Concordia University PhD student Recruitment Award (2014-2017)
  • Australian Development Award (2011-2012)