2025/05/07 更新

写真a

グェン ディン ティエン バオ
グェン ディン ティエン バオ
所属
附属機関・学校 グローバル・エデュケーション・センター
職名
助手

経歴

  • 2023年09月
    -
    継続中

    早稲田大学 グローバルエデュケーションセンター   助手

  • 2022年09月
    -
    継続中

    学習院大学   英語講師

  • 2023年04月
    -
    2023年09月

    工学院大学国際キャリア科   英語講師

  • 2022年04月
    -
    2023年09月

    都留文科大学

学歴

  • 2020年04月
    -
    継続中

    早稲田大学大学院   国際コミュニケーション研究科博士後期課程   応用言語学  

    英語教育

  • 2018年04月
    -
    2020年03月

    早稲田大学大学院   国際コミュニケーション研究科修士課程   応用言語学  

    英語教育

研究分野

  • 外国語教育   応用言語学、英語教育、学術的文章、教育心理学

研究キーワード

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

 

論文

  • 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年  [査読有り]

  • 3
    被引用数
    (Scopus)
  • 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年  [査読有り]

    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年  [査読有り]

    DOI

講演・口頭発表等

  • 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  

    開催年月:
    2024年09月
     
     
  • Technological Support as a Foundation to AI-integrated Teaching Practice

    Bao Nguyen

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

    開催年月:
    2024年05月
     
     
  • SNS as an unofficial “off-line” platform to sustain language teacher wellbeing

    Bao Nguyen

    The JALTCALL 2023 Conference – Calling the future  

    開催年月:
    2023年06月
     
     
  • Japanese teachers of English and their ecological perceptions of wellbeing

    Bao Nguyen

    The JALT PanSIG Conference  

    開催年月:
    2023年05月
     
     
  • 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  

    開催年月:
    2022年08月
     
     
  • The role of technology and technology training in language teachers’ professional development in the private sector

    Bao Nguyen

    The XXIst International CALL Research Conference  

    開催年月:
    2022年07月
     
     
  • 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  

    開催年月:
    2022年06月
     
     

▼全件表示

 

特定課題制度(学内資金)

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

    2024年  

     概要を見る

    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.