Phung Dao

766 total citations
35 papers, 462 citations indexed

About

Phung Dao is a scholar working on Language and Linguistics, Developmental and Educational Psychology and Education. According to data from OpenAlex, Phung Dao has authored 35 papers receiving a total of 462 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Language and Linguistics, 19 papers in Developmental and Educational Psychology and 14 papers in Education. Recurrent topics in Phung Dao's work include EFL/ESL Teaching and Learning (25 papers), Second Language Learning and Teaching (11 papers) and Innovative Teaching and Learning Methods (9 papers). Phung Dao is often cited by papers focused on EFL/ESL Teaching and Learning (25 papers), Second Language Learning and Teaching (11 papers) and Innovative Teaching and Learning Methods (9 papers). Phung Dao collaborates with scholars based in United Kingdom, Vietnam and Canada. Phung Dao's co-authors include Mai Xuan Nhat Chi Nguyen, Kim McDonough, Noriko Iwashita, Masatoshi Sato, Pavel Trofimovich, Claudia Vásquez, Mai Nguyen, Phil Hiver, Sara Kennedy and Elizabeth Gatbonton and has published in prestigious journals such as Modern Language Journal, TESOL Quarterly and Teaching and Teacher Education.

In The Last Decade

Phung Dao

34 papers receiving 447 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Phung Dao United Kingdom	12	277	219	210	136	58	35	462
Sayyed Mohammad Alavi Iran	12	203 0.7×	220 1.0×	143 0.7×	130 1.0×	32 0.6×	46	420
Ehsan Rassaei Iran	15	416 1.5×	387 1.8×	190 0.9×	246 1.8×	25 0.4×	56	633
Vivien Heller Germany	13	250 0.9×	111 0.5×	179 0.9×	115 0.8×	23 0.4×	35	437
Jeremy Cross Singapore	13	541 2.0×	376 1.7×	244 1.2×	232 1.7×	55 0.9×	16	724
Xuyan Qiu Hong Kong	12	281 1.0×	162 0.7×	137 0.7×	254 1.9×	35 0.6×	35	468
Terese Thonus United States	13	320 1.2×	117 0.5×	182 0.9×	285 2.1×	33 0.6×	25	530
Susan Duchesne Australia	4	230 0.8×	185 0.8×	173 0.8×	111 0.8×	86 1.5×	5	424
Ye Han China	9	434 1.6×	295 1.3×	627 3.0×	268 2.0×	64 1.1×	18	862
Mu‐Hsuan Chou Taiwan	10	266 1.0×	179 0.8×	161 0.8×	210 1.5×	39 0.7×	29	477
Jessica G. Briggs United Kingdom	9	233 0.8×	151 0.7×	100 0.5×	210 1.5×	34 0.6×	16	410

Countries citing papers authored by Phung Dao

Since Specialization

Citations

This map shows the geographic impact of Phung Dao's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Phung Dao with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Phung Dao more than expected).

Fields of papers citing papers by Phung Dao

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Phung Dao. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Phung Dao. The network helps show where Phung Dao may publish in the future.

Co-authorship network of co-authors of Phung Dao

This figure shows the co-authorship network connecting the top 25 collaborators of Phung Dao. A scholar is included among the top collaborators of Phung Dao based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Phung Dao. Phung Dao is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Hiver, Phil & Phung Dao. (2025). The impact of task motivation on learners’ attention to form and subsequent learning in interactive tasks. System. 129. 103609–103609. 4 indexed citations

Dao, Phung, et al.. (2025). Online second language learner engagement: A systematic review of conceptual frameworks, research methods, and key findings. Language Teaching Research.

Hiver, Phil & Phung Dao. (2025). From Task Motivation to L2 Learning: Understanding Links through Learners' Task Engagement. TESOL Quarterly. 59(S2). 3 indexed citations

Yuan, Ye & Phung Dao. (2025). Young learners’ online engagement: exploring learners’ and teachers’ perspectives. Language Awareness. 1–36. 1 indexed citations

Dao, Phung. (2024). Learner Engagement in Online Second Language Classrooms. 4 indexed citations

Dao, Phung, et al.. (2024). Public primary school teachers’ perceptions and assessment of young learners’ engagement. Language Teaching Research. 3 indexed citations

Dao, Phung, et al.. (2024). Model texts as a feedback instrument in second language writing: A systematic review. Language Teaching Research. 5 indexed citations

Nguyen, Mai Xuan Nhat Chi, et al.. (2024). Language Teachers Actualising Their Vision: An Identity-Focused Approach to Teachers’ Continuing Professional Development. RELC Journal. 56(1). 66–85. 1 indexed citations

Dao, Phung, et al.. (2023). Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices. Language Teaching Research. 2 indexed citations

10.

Dao, Phung, et al.. (2023). Synchronous online English language teaching for young learners: insights from public primary school teachers in an EFL context. Computer Assisted Language Learning. 37(8). 2359–2388. 3 indexed citations

11.

Dao, Phung, et al.. (2023). Engagement in collaborative writing: Exploring learners’ control of task content and text quality. International Journal of Applied Linguistics. 33(2). 242–259. 6 indexed citations

12.

Dao, Phung, et al.. (2023). Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation. Language Awareness. 33(1). 45–69. 2 indexed citations

13.

Dao, Phung, et al.. (2021). Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction. Computer Assisted Language Learning. 36(7). 1206–1235. 13 indexed citations

14.

Dao, Phung, et al.. (2021). Learners’ Engagement in L2 Computer‐Mediated Interaction: Chat Mode, Interlocutor Familiarity, and Text Quality. Modern Language Journal. 105(4). 767–791. 30 indexed citations

15.

Dao, Phung & Masatoshi Sato. (2021). Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours. Language Teaching Research. 25(6). 972–994. 45 indexed citations

16.

Nguyen, Mai, et al.. (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). 29 indexed citations

17.

Dao, Phung, et al.. (2020). Reflective learning practice for promoting adolescent EFL learners’ attention to form. Innovation in Language Learning and Teaching. 15(3). 247–262. 5 indexed citations

18.

Dao, Phung & Kim McDonough. (2018). Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction. International Journal of Educational Research. 88. 60–72. 41 indexed citations

19.

Dao, Phung & Kim McDonough. (2017). The effect of task role on Vietnamese EFL learners' collaboration in mixed proficiency dyads. System. 65. 15–24. 27 indexed citations

20.

McDonough, Kim, et al.. (2016). EYE GAZE AND PRODUCTION ACCURACY PREDICT ENGLISH L2 SPEAKERS’ MORPHOSYNTACTIC LEARNING. Studies in Second Language Acquisition. 39(4). 851–868. 2 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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