Updated on 2025/05/06

Affiliation
Affiliated organization, Global Education Center
Job title
Research Associate

Research Experience

  • 2023.09
    -
    Now

    Waseda University Global Education Center   Research Associate

  • 2022.09
    -
    Now

    Gakushuin University   Adjunct English lecturer

  • 2023.04
    -
    2023.09

    Kogakuin University - Global and Career Education   Adjunct English lecturer

  • 2022.04
    -
    2023.09

    Tsuru University

Education Background

  • 2020.04
    -
    Now

    Waseda University   Graduate School of International Culture and Communication Studies - PhD   Applied Linguistics  

    English Education

  • 2018.04
    -
    2020.03

    Waseda University   Graduate School of International Culture and Communication Studies - MA  

Research Areas

  • Foreign language education   Applied Linguistics, TESOL, English for Academic Purposes, Teacher Psychology

Research Interests

  • Language Teacher Education, TESOL, Teacher Psychology, English for Academic Purposes

 

Papers

  • Enhancing the wellbeing of English teachers at the tertiary level in Vietnam – Technological support for a smooth transition from novice to experienced teachers

    Bao Nguyen

    The XXIInd International CALL Research Conference Proceedings    2024  [Refereed]

  • The role of CALL in the ecology of language teachers’ well-being and professional development

    Dinh Thien Bao Nguyen

    Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022    2022  [Refereed]

    DOI

  • The role of technology and technology training in language teachers’ professional development in the private sector

    Dinh Thien Bao Nguyen

    Proceedings of the XXIst International CALL Research Conference    2022  [Refereed]

    DOI

Presentations

  • Enhancing the wellbeing of English teachers at the tertiary level in Vietnam – Technological support for a smooth transition from novice to experienced teachers

    Bao Nguyen

    The XXIIst International CALL Research Conference 

    Event date:
    2024.09
     
     
  • Technological Support as a Foundation to AI-integrated Teaching Practice

    Bao Nguyen

    The JALT CALL 2024 Conference – The Impact of AI on Language Education 

    Event date:
    2024.05
     
     
  • SNS as an unofficial “off-line” platform to sustain language teacher wellbeing

    Bao Nguyen

    The JALTCALL 2023 Conference – Calling the future 

    Event date:
    2023.06
     
     
  • Japanese teachers of English and their ecological perceptions of wellbeing

    Bao Nguyen

    The JALT PanSIG Conference 

    Event date:
    2023.05
     
     
  • The role of CALL in the ecology of language teachers’ well-being and professional development

    Bao Nguyen

    The EUROCALL 2022 – Intelligent CALL, granular systems and learner data 

    Event date:
    2022.08
     
     
  • The role of technology and technology training in language teachers’ professional development in the private sector

    Bao Nguyen

    The XXIst International CALL Research Conference 

    Event date:
    2022.07
     
     
  • The role of technology and technology training in language teachers’ professional development in the private sector

    The JALT CALL SIG, International Conference –, Playful CALL

    The JALT CALL SIG 2022 International Conference – Playful CALL 

    Event date:
    2022.06
     
     

▼display all

 

Internal Special Research Projects

  • Teacher wellbeing: A study into ELT teachers’ perspective in Vietnam and Japan using the ecosystems theory

    2024  

     View Summary

    Employing a mixed-methods approach, this project was able to uncover the potential factors affecting the wellbeing of language teachers at the tertiary level in Japan and Vietnam. Using the ecological framework to analyze qualitative data (intensive interviews) from teachers working in Japan and Vietnam, factors pertaining to each layer of the ecosystem of teacher wellbeing were found, providing useful insights for both institutions and educators to protect and enhance language teacher wellbeing when necessary. Quantitative questionnaires were utilized to ascertain those factors as well as provide space for participants to share advice that could help enhance teacher wellbeing. Findings indicate that some factors, such as salary, institutional policies, colleagues, etc., other influencing factors (i.e., autonomy, community of practice, language competency, etc.) characterizing the wellbeing of language teachers in the two studied countries were also found, providing more resources for policy makers. Another significant finding obtained from the project is that it was able to theorize the five stages (i.e., (1) entering the profession; navigating the profession; (3) persevering in the profession, (4) growing in the profession) through which language teachers need to undergo in order to enhance their wellbeing. More importantly, there are specific mentalities that teachers need to be aware of in each stage (e.g., compassion, self-worth, etc.) to protect and enhance their wellbeing. Based on the characteristics of each stage, it is hoped that both language teachers and their institutions can design appropriate training plans to enhance both teachers’ competences and mentality. Finally, findings from the project reveal the similarities as well as the differences between the wellbeing of language teachers in Japan and Vietnam at the tertiary level. For instance, while teachers in Vietnam may have sufficient training during their pre-service program, they were less confident when handling work-related stress. On the other hand, language teachers in Japan have shown a stronger mentality, even though it was a struggle for them to acquire the necessary teaching skills because of a lack of teacher training.