QUÁ TRÌNH HỌC TẬP
Nghiên cứu sinh, Đại học Công nghệ Sydney, Sydney, Úc
Thạc sĩ Ngôn ngữ học Ứng dụng, Đại học Victoria Wellington, Wellington, New Zealand
Cử nhân Sư phạm Tiếng Anh, Đại học Sư phạm, Thành phố Hồ Chí Minh, Việt Nam
2018 - present: UTS International Research Scholarship & UTS President's Scholarship (PhD program - Australia)
2016: VIED 911 Scholarship (PhD program - New Zealand)
2010-2011: New Zealand Aid Scholarship (Master program – New Zealand)
2009: National Project 322 Scholarship (Master program - Singapore)
TỔ CHỨC CHUYÊN NGÀNH
Member, University English Centres Australia (UECA)
Member, The Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ)
Member, Thailand TESOL
LĨNH VỰC NGHIÊN CỨU
Computer-assisted language learning (CALL)
Language testing and assessment
1. Do, T. H. (2017). The impact of different instructions on Vietnamese EFL students' acquisition of formulaic sequences . English Language Teaching, 10(8), 18-31.
2. Do, T. H. (2016). Applying multidimensional item response theory (MIRT) in validating an English final test. Journal of Technical Education Science, 36, 103-110.
3. Do, T. H. (2015). Meaning negotiation and language-focused feedback in text and voice chat. ThaiTESOL Journal, 28(1), 24-53.
Title: Applying Multidimensional Item Response Theory (MIRT) in Validating an English final test of UTE Students
Granted by Ho Chi Minh City University of Technology and Education, Vietnam
Completed in November, 2016
1. Do, T. H., & Nguyen, D. T. (2019, April). How noticing of phonological repetition affects EFL students' acquisition of formulaic sequences. In Autonomy and motivation for language learning in interconnected world. The 3rd International Conference on Language Teaching and Learning Today (pp. 249-263). Ho Chi Minh City, Vietnam: Vietnam National University.
2. Freiermuth, M., & Do, T. H. (2018, July). When communication prevails: A text-based chat project between universities in Vietnam and Japan. In CALL your data. Paper presented at The 19th International CALL Research Conference (pp. 129-134). Bruges, Belgium: Katholieke Universiteit Leuven.
3. Do, T. H. (2016, October). EFL students' motivation in creative writing. In Exploring new paths to a better future of EFL in a globalised world. Paper presented at ICELT 2016 (pp. 167-185). Ho Chi Minh City, Vietnam: Vietnam National University.
4. Do, T. H. (2016, May). Types of peer feedback in text and voice chat. In Teaching methodology and learning outcomes. Paper presented at the 4th TESOL Conference (pp. 43-57). Ho Chi Minh City, Vietnam: Open University.
5. Do, T. H. (2015, July). Applying multidimensional item response theory (MIRT) in validating an English multiple-choice test. In English language innovation, implementation, and sustainability. Paper presented at the Proceedings of TESOL Symposium, Da Nang, Vietnam (pp. 219-226). Da Nang, Vietnam: University of Foreign Language Studies.
1. Do, T. H. (2019, November). Flipping the classroom: Where are we on the iceberg? Paper presented at The Applied Linguistics Conference 2019, Perth, Australia.
2. Do, T. H. (2018, July). Investigating testlet effects in an English reading comprehension test. Paper presented at UECA English Language Assessment Symposium, Brisbane, Australia.
3. Do, T. H. (2016, February). R.A.F.T. and students’ motivation in writing. Paper presented at 12th Annual CamTESOL Conference, Phnom Penh, Cambodia.
4. Do, T. H. (2015, January). Meaning negotiation and language-focused feedback in text and voice chat. Paper presented at 35th Thailand TESOL International Conference, Bangkok, Thailand.