Embedded Files
Below, you’ll find my writing organized by publication type. My research interests are Deconstructionism in Language Education, Educational Psychology, and Critical/Liberal Education, with a strong focus on philosophical matters and technology-integrated pedagogy
Below, you’ll find my writing organized by publication type. My research interests are Deconstructionism in Language Education, Educational Psychology, and Critical/Liberal Education, with a strong focus on philosophical matters and technology-integrated pedagogy
Articles and Conference Proceedings
Articles and Conference Proceedings
Nguyen, Q. N. (2022). Postlesson affordance-based reflective discussion in ELT classes. TESOL Journal, 13(4), e677. https://doi.org/10.1002/tesj.677 (Q1)
Hung, B. P., Quang, N. N., Nguyen, L. T., & Viet, N. T. (2021). A cross-linguistic approach to analysing cohesive devices in expository writing by Asian EFL teachers. 3L: Language, Linguistics, Literature, 27(2), 16–30. https://doi.org/10.17576/3L-2021-2702-02 (Q1)
Nguyen, Q. N., Pham, L. N, & Nguyen, H. T. T. (2022). Tasks, Self-Efficacy, and L2 Motivational Self System in the Online Emergency EFL Speaking Class: A Mixed-Methods Research. JALT CALL. (Q1)
Nguyen, Q. N. (2022). Teachers' Scaffolding Strategies in the Internet-based ELT Classrooms. TESL-EJ. (Q1)
Nguyen, Q. N., & Hung, B. P. (2020). The dogme approach: A radical perspective in second language teaching in the post-methods era. Journal of Language and Education, 6(3), 173–184. https://doi.org/10.17323/jle.2020.10563 (Q2)
Bui, T.T.Q., Bui, D.C.T, Nguyen, Q.N (2022). Factors contributing to EFL learners’ academic burnout: An investigation through the lens of cultural historical activity theory. Frontiers in Education. https://doi.org/10.3389/feduc.2022.911910 (Scopus Q2)
Nguyen, H.M.T., Do, T.H.T, Nguyen, Q.N (2022). Professional sports trainers’ burnout in fully online and blended classes: Innovative approaches in physical education. Frontiers in Education. https://doi.org/10.3389/feduc.2022.918599 (Scopus Q2)
Nguyen, T. M. H., Do, T. H. T., & Nguyen, Q. N. (2023). Factors contributing to vietnamese university lecturers’burnout in online emergency classrooms amidst the covid-19 pandemic. Turkish Online Journal of Distance Education, 24(2), 64–92. (Scopus Q2)
Minh, T. T. T., Nguyen, H. T. T., Nguyen, Q. N., & Do Thi, T. (2024). Social language development and vocabulary characteristics of three‐to six‐year‐old children with autism spectrum disorder. British Journal of Special Education, 51(3), 317–331. (Scopus Q3)
Bui, H. P., & Nguyen, Q. N. (2020). Áp dụng quan điểm ngôn ngữ học tri nhận và đồng vị trong dạy và học giới từ tiếng Anh cho người Việt Nam. Tạp Chí Khoa Học Xã Hội Thành Phố Hồ Chí Minh, 4(269), 43–52.
Nguyen, Q. N., & Nghia, V. N. D. (2021). Task-Based Language Teaching to Enhance Learner Communicative Competence in Vietnam: A Matter of Opinion? International Journal of Linguistics, Literature and Translation, 4(8), 151–159.
Nguyen, Q. N. (2021). Revisiting peer classroom observations as a teacher professional development protocol: A critical theoretical review of global practices. Vietnam Journal of Education, 5(2), 10–20.
Nguyen, Q. N. (2021). Workplace conflicts: Root causes and solutions. International Conference on Business and Finance.
Nguyen, Q. N., & Sawalmeh, M. H. M. (2020). Trump’s Strategies in the First Presidential Debate: A Critical Discourse Analysis. International Journal of Linguistics, Literature and Translation, 3(5), 68–77. https://doi.org/10.32996/ijllt.2020.3.5.8
Nguyen, Q. N. (2020). Determination proverbs in English and Vietnamese: A Cross-cultural contrastive analysis. Journal of Foreign Language Studies, 61, 13–25.
Please note that this page may not be up-to-date. For timely information about my current work, please visit my Google Scholar Profile: https://scholar.google.com/citations?user=6DCva7AAAAAJ&hl=en&authuser=1
Book chapters
Book chapters
Ulla, M. B., & Nguyen, Q. N. (2022). Teaching presence during the COVID-19 pandemic: Practices of EAP teachers in a Thai university. In Cases on Teaching English for Academic Purposes (EAP) During COVID-19: Insights From Around the World (pp. 28–51). IGI Global.
Nguyen, Q. N., & Pham, L. N. (2023). Trauma-informed and inclusive assessment of productive skills in online emergency ELT classes: A netnography study of an English language training center. In E. Meletiadou (Ed.), Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication (pp. 297-318). IGI Global.
Nguyen, Q. N., Bui, Q. T. T., & Nguyen, H. T. T. (2024). The experience of academic burnout by Vietnamese EFL learners during online emergency classes: Different voices matter. In Access, Equity and Engagement in Online Learning in TESOL (pp. 99–114). Routledge.
Nguyen, Q.N., Ulla, M.B., Thu, H.N.T. (2025). Vietnam: Inequality Between Native English-Speaking and Non-native English-Speaking Teachers in EMI Courses: A Myth or a Sensitive Reality?. In: Giri, R.A., Padwad, A., Kabir, M.M.N. (eds) Equity, Social Justice, and English Medium Instruction. Springer, Singapore. https://doi.org/10.1007/978-981-97-8321-2_22
Please note that this page may not be up-to-date. For timely information about my current work, please visit my Google Scholar Profile: https://scholar.google.com/citations?user=6DCva7AAAAAJ&hl=en&authuser=1
(*) This list is exclusive of more than 20 other presentations, keynote speeches, and plenary speeches of mine at seminars, workshops, and conferences.
Please note that this page may not be up-to-date. For timely information about my current work, please visit my Google Scholar Profile: https://scholar.google.com/citations?user=6DCva7AAAAAJ&hl=en&authuser=1
Page updated
Google Sites
Report abuse