Publications

Latest: 2025 · Total: 23

2025

  1. Cong-Lem, N., Nguyen, T. T., & Nguyen, N. H. K. (2025).Critical thinking in the age of generative AI: Effects of a short-term experiential learning intervention on EFL learners. International Journal of TESOL Studies, 2025, 1–21. https://doi.org/10.58304/ijts.250522
  2. Cong-Lem, N., Truong, K. D., Zhu, B., & Long, Z. (2025).Identity transitions, experiences, and agency: A collaborative autoethnography of Asian international TESOL doctoral students. The Language Learning Journal, 53(2), 143–158. https://doi.org/10.1080/09571736.2024.2349052
  3. Cong-Lem, N. (2025).Intuitive to strategic translanguaging: Insights from Vietnamese EFL classrooms. Profile: Issues in Teachers’ Professional Development, 27(1), 151–167. https://doi.org/10.15446/profile.v27n1.116309
  4. Cong-Lem, N. (2025).Rethinking evidence-informed policy and practice in the age of generative artificial intelligence. London Review of Education, 23(1). https://doi.org/10.14324/LRE.23.1.16
  5. Cong-Lem, N. (2025).Scale validation in applied linguistics: Methodological trends and challenges. Research Methods in Applied Linguistics, 4(2), 1–8. https://doi.org/10.1016/j.rmal.2025.100217
  6. Cong-Lem, N. (2025).Teaching with heart and mind: How social-emotional skills mediate observation, perezhivanie, and pedagogical agency in Vietnamese EFL classrooms. Language Teaching Research. https://doi.org/10.1177/13621688251367848
  7. Truong, K. D., Cong-Lem, N., & Li, B. (2025).The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review. Teaching and Teacher Education, 158, 104967. https://doi.org/10.1016/j.tate.2025.104967
  8. Cong-Lem, N. (2025).The relation between environment and psychological development: Unpacking Vygotsky’s influential concept of perezhivanie. Human Arenas, 8(1), 225–243. https://doi.org/10.1007/s42087-022-00314-6
  9. Bragge, P., Clark, E. C., Delafosse, V., Cong-Lem, N., Tsering, D., Kellner, P., Kostopoulos, A., & Dobbins, M. (2025).What happened next? A survey of review clients evaluating impacts of rapid reviews. Journal of Clinical Epidemiology, 111673. https://doi.org/10.1016/j.jclinepi.2025.111673

2024

  1. Cong-Lem, N. (2024).A comprehensive guide to conducting systematic reviews. In H. P. Bui (Ed.), Advances in Educational Technologies and Instructional Design (pp. 115–135). IGI Global., 115–135. https://doi.org/10.4018/979-8-3693-6482-6.ch006
  2. Cong-Lem, N., Soyoof, A., & Tsering, D. (2024).A systematic review of the limitations and associated opportunities of ChatGPT. International Journal of Human–Computer Interaction, 41(7), 3851–3866. https://doi.org/10.1080/10447318.2024.2344142
  3. Cong-Lem, N., Tran, T. N., & Nguyen, T. T. (2024).Academic integrity in the age of generative AI: Perceptions and responses of Vietnamese EFL teachers. Teaching English With Technology, 24(1), 28–47. https://doi.org/10.56297/FSYB3031/MXNB7567
  4. Cong-Lem, N., & Nguyen, M. H. (2024).Perezhivanie-agency dialectic: Examining Vietnamese EFL educators’ experiences and negotiation of dramatic classroom events. System, 123. https://doi.org/10.1016/j.system.2024.103347
  5. Cong-Lem, N. (2024).Teacher agency for change and development in higher education: A scoping literature review. International Journal of Educational Reform, 1–24. https://doi.org/10.1177/10567879231224744
  6. Dang, T. K. A., Bohlinger, S., & Cong-Lem, N. (2024).Teachers’ transformative agency in English-medium instruction in higher education in Vietnam: A cultural-historical theory perspective. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2024.2349803

2023

  1. Cong-Lem, N. (2023).A sociocultural perspective on the relationship between educators’ emotional experiences and professional learning. In Affectivity and Learning. https://doi.org/10.1007/978-3-031-31709-5_18

2021

  1. Cong-Lem, N. (2021).Teacher agency: A systematic review of international literature. Issues in Educational Research, 31(3), 718–738.

2020

  1. Cong-Lem, N., & Lee, S. Y. (2020).Exposure to L2 online text on lexical and reading growth. Language Learning & Technology, 24(3), 87–102.
  2. Cong-Lem, N. (2020).Implementing portfolio-based learning (PoBL) for L2 training: Vietnamese EFL learners’ motivational orientations and listening achievement. TESL Canada Journal, 37(3), 1–26. https://doi.org/10.18806/tesl.v37i3.1342

2019

  1. Cong-Lem, N. (2019).Language learning strategies among Vietnamese EFL High School students. Indonesian Journal of English Language Teaching (IJELT), 14(1), 55–70.
  2. Cong-Lem, N. (2019).Self-regulated learning and its relation to Vietnamese EFL learners’ L2 listening achievement. VNU Journal of Foreign Studies, 35(4), 60–74. https://doi.org/10.25073/2525-2445/vnufs.4395

2018

  1. Cong-Lem, N. (2018).Does exposure to L2 Facebook pages impact language learning? An examination of the relation between Facebook reading experience and foreign language development. Korea Tesol Journal, 14(1), 203–228.
  2. Cong-Lem, N. (2018).Web-based language learning (WBLL) for enhancing L2 speaking performance: A review. Advances in Languages and Literary Studies, 9(4), 143–152. https://doi.org/10.7575/aiac.alls.v.9n.4p.143