Dr Mai Nguyen

Teaching Fellow in Language Education


PhD in Teaching English as a Second Language (Griffith University, Australia)

Master of Applied Linguistics (TESOL Studies) (The University of Queensland, Australia)

Bachelor of Arts in English Language Teaching (Hue University, Vietnam)

Postgraduate teaching

Language awareness for second language teachers

Investigating individual learner differences

Research summary

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

I have also recently developed an interest in investigating the role of technology and blended learning (i.e., the flipped classroom model) in promoting active learning in higher education.

Current project grants

• 2019: Social impacts of the IELTS test on IELTS teachers: A case study in Central Vietnam. IELTS Joint-funded Research Programme 2019, co-awarded with Huy Nguyen and Phung Dao, 10,973AUD. https://www.ielts.org/teaching-and-research/grants-and-awards

Past project grants

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

  • Sundvikt, 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: Routledge.
  • 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. http://doi.org/doi:10.1177/0033688217690066 (Special Issue on ‘The role of language proficiency for language teachers’)