Dr Mai Nguyen

Academic and professional qualifications

PhD Applied Linguistics, Griffith University (Australia), 2017

MA Applied Linguistics, University of Queensland (Australia), 2012

BA English Language Teaching, Hue University (Vietnam), 2009

Previous employment

Prior to joining MMU, I was Teaching Fellow in Language Education at the University of Edinburgh (UK), Lecturer in Applied Linguistics at the University of Queensland (Australia), and Lecturer in English at Hue University of Foreign Languages (Vietnam).

Why study ?

Undergraduate courses

BA TESOL and Linguistics

• Intercultural Communication
• Language Acquisition

Postgraduate teaching

MA TESOL and Applied Linguistics

• Language Teaching

Research expertise

My main research interests and activities have centred around three areas of applied linguistics and TESOL, including second language teacher education, teaching English as an international language (TEIL), and second language teaching methodology. More specifically, I am passionate about (1)aspects of teacher learning and teacher development within and beyond teacher education programs (e.g., teacher identity, cognition, autonomy in teaching practice, and work satisfaction), (2) issues surrounding TEIL (e.g., the native/non-native dichotomy, varieties of English, and culture teaching in EIL), and (3) methods and techniques for improving the teaching and learning of second languages, as well second language acquisition theories underlying these practices.

Publications

• Journal articles

  P. Dao, STT. Hoang, MXN. Chi Nguyen (2024). Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation. Language Awareness. 33(1), pp.45-69.

  P. Dao, TLD. Bui, DTT. Nguyen, MXNC. Nguyen (2023). Synchronous online English language teaching for young learners: insights from public primary school teachers in an EFL context. Computer Assisted Language Learning. pp.1-30.

  MXN. Chi Nguyen (2021). Book review: Professional development of English language teachers in Asia: lessons from Japan and Vietnam. Asian Englishes. 23(2), pp.218-221.

  S. Dianati, M. Nguyen, P. Dao, N. Iwashita, C. Vasquez (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),

  M. Nguyen, I. Walkinshaw (2018). Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries. Teaching and Teacher Education. 69, pp.21-32.

  CD. Na, NX. Nhat Chi Mai (2017). Paraphrasing in Academic Writing: a Case Study of Vietnamese Learners of English. Language Education in Asia. 8(1), pp.9-24.

  M. Nguyen (2017). TESOL Teachers’ Engagement with the Native Speaker Model: How Does Teacher Education Impact on Their Beliefs?. RELC Journal. 48(1), pp.83-98.

• Chapters in books

  P. Sundkvist, XNCM. Nguyen (2020). English in Vietnam. K. Bolton, A. Kirkpatrick. In: The Handbook of Asian Englishes. Wiley, pp.683-703.

  LTT. Truong, PLH. Ngo, MXNC. Nguyen (2020). Assessment Practices in Local and International EMI Programmes: Perspectives of Vietnamese Students. In: Higher Education in Market-Oriented Socialist Vietnam. Springer International Publishing, pp.307-329.

  A. Kirkpatrick, AJ. Liddicoat (2019). The Routledge International Handbook of Language Education Policy in Asia. A. Kirkpatrick, AJ. Liddicoat. In: The Routledge International Handbook of Language Education Policy in Asia. New York: Routledge, pp.185-201.

Expert reviewer for journals and publishers

• Language and Intercultural Communication
• Australian Journal of Teacher Education 

Grants

Current project grants

• 2019: IELTS Joint-funded Research Programme 'Social impacts of the IELTS test on IELTS teachers: A case study in Central Vietnam', with Huy Nguyen and Phung Dao (A$10,973). 
• 2019-2020: British Council English Language Teaching Research Award (ELTRA) 'Oral peer feedback in classroom second language task-based interaction', with Phung Dao (£5,820).

Past project grants

• 2018: TOEFL English-language Researcher/Practitioner Grant 'Effects of phonological training on EFL learners’ listening performance', with Phung Dao and Chau Nguyen (US$5000). 
• 2018: The University of Queensland Students as Partners Scheme 'Revitalising a second language learning course through students-staff partnerships', with Noriko Iwashita, Seb Dianati, & Phung Dao (A$6000 awarded to student partners). Read about our project here (Case Study 1): https://employability.uq.edu.au/teaching-and-learning-partnership-projects
• 2018: Teaching and Learning Seed Funding Scheme, Faculty of Humanities and Social Sciences, The University of Queensland 'Comparison of undergraduate and post-graduate students’ experience in a flipped classroom', with Noriko Iwashita, Seb Dianati, Phung Dao, & Claudia Vasquez (A$5000).
• 2017: Teaching Innovation Grant: Building pathways to success through active learning. Faculty of Humanities and Social Sciences, The University of Queensland 'Enhancing active learning through a flipped classroom: The case study of an introductory course to language learning and teaching', with Noriko Iwashita, Seb Dianati, Phung Dao, & Claudia Vasquez (A$4000).

Publications

Book Chapters

• Truong, T. T. L., Ngo, L. H. P., & Nguyen, X. N. C. M. (2020). Assessment practices in local and international EMI programmes: Perspectives of Vietnamese students. In L.H. Phan & B. N. Doan (Eds). Higher Education in Market-Oriented Socialist Vietnam: ‘New’ Players, ‘New’ Discourses, ‘New’ Practices. Springer.
• Sundkvist, P. & Nguyen, X. N. C. M. (forthcoming). English in Vietnam. In K. Bolton & A. Kirkpatrick (Eds). The Handbook of Asian Englishes. Wiley-Blackwell.
• Nguyen, X. N. C. M. & Nguyen, V. H. (2019). Language education policy in Vietnam. In A. Kirkpatrick & T. Liddicoat (Eds). The Routledge International Handbook of Language Education Policy in Asia (pp. 185-201). New York: Routledge.

Peer-Reviewed Journal Articles

• Nguyen, X. N. C. M., & Dao, P. (2019). Identity exploration and development in TESOL teacher education: A three-dimensional space narrative inquiry perspective. TESOL Journal, 10(4) (Special Issue 2019 ‘An identity-oriented lens to TESOL teachers' lives’)
• Dao, P., Nguyen, X. N. C. M., & Iwashita, N. (2019). Teachers’ perceptions of learner engagement in L2 classroom task-based interaction. The Language Learning Journal. http://dx.doi.org/10.1080/09571736.2019.1666908
• Nguyen, X. N. C. M., & Walkinshaw, I. (2018). Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries. Teaching and Teacher Education, 69(Supplement C), 21-32. https://doi.org/10.1016/j.tate.2017.08.015
• Chi, D. N., & Nguyen, X. N. C. M. (2017). Paraphrasing in academic writing: A case study of Vietnamese learners of English. Language Education in Asia, 8(1), 9-24. http://dx.doi.org/10.5746/LEiA/17/V8/I1/A02/Na_Mai
• Nguyen, X. N. C. M. (2017). TESOL teachers’ engagement with the native speaker model: How does teacher education impact on their beliefs? RELC Journal, 48(1), 83-98. (Special Issue ‘The role of language proficiency for language teachers’). http://doi.org/doi:10.1177/0033688217690066

Prizes and awards

2018: Faculty Award for Early Career Teaching Excellence, Faculty of Humanities and Social Sciences, University of Queensland, Australia
2017: Faculty Award for Excellence in Tutoring, Faculty of Humanities and Social Sciences, University of Queensland, Australia 
2013 – 2017: Griffith University International Postgraduate Research Scholarships (Fully-funded PhD studies)
2013: Second-Place Award, National Research Competition for Young Lecturers, Ministry of Education and Training, Vietnam
2011 – 2012: Australian Development Scholarship (ADS) (Fully-funded coursework MA studies)
2008 – 2009: US Department of State Global Undergraduate Exchange Fellowship (Global UGRAD)