Engaging with Australasia: Comparative Research on ELT and English Teacher Education

Dr. Raqib Chowdhury is Senior Lecturer in the Faculty of Education at Monash University, Australia, and Senior Fellow of the Advance HE, UK. He taught at the University of Dhaka, Bangladesh, from 1996 to 2004 and then in the Monash Faculty of Education since 2009. Raqib researches in the areas of TESOL and languages education, culture and pedagogy, international education, and social justice. His publications include 6 books, including his latest, The Privatisation of Higher Education in Postcolonial Bangladesh: The Politics of Intervention and Control (Routledge, 2021).Dr. Huỳnh Anh Tuấn is Dean of the Faculty of Graduate Studies at the University of Languages and International Studies (ULIS), VNU, Hanoi. He earned his Ph.D. from the University of Southampton, the UK, and served as ULIS Head of Academic Research from 2012 to 2014. Tuan has published books and journal articles on English information structure, critical discourse analysis, cognitive linguistics, theories of grammar, and language testing and assessment. One of his publications is English Information Structure: Theory and Practice (VNU Publisher, 2018). Tuan was Contributor to the development of the Vietnamese Standardised Test of English Proficiency (VSTEP).

• Chapter 1. Introduction: ‘A Dialogue of Civilisations’.- Part 1 English Language Education.- Chapter 2. Exploring Self-regulated Writing Strategies of Business-major Students with Activity Theory.- Chapter 3. EFL Online Writing Instruction and the Construction of Learner Writer Identity: A Pandemic.- Chapter 4. Language Awareness and Language Use: An Investigation of Chinese Secondary EFL.-Chapter 5. An Investigation into the Cognitive Validity of the Speaking Section of the Vietnamese Standardised Test of English Proficiency.- Chapter 6. An Information structure-focussed approach to Teaching L2 Learners Reading and Writing.- Chapter 7. Application of Blended Learning in the Intercultural Communication Course in English in Chinese Universities.- Chapter 8. Comparative Studies of Play Practices for Children’s Learning and Development in Early Childhood Education in Australia, Indonesia and Vietnam.- Chapter 9. Scaffolding in Feedback-Correction Practices: Teacher Support and Peer Collaboration.- Part 2. English Language Teacher Education.- Chapter 10. Online Professional Learning Communities for English language teachers at Vietnamese economics universities.- Chapter 11. Understanding Learner Agency across Learning Contexts: Comparative Perspectives of Indonesian Preservice Teachers and Vietnamese EFL Students Melody.- Chapter 12. Juggling Multiple Demands: Resilience of Women in Doctoral Studies.- Chapter 13. Do Life Experiences Influence Professional Identity Construction? EFL Teachers’ Reflections from Vietnam and Indonesia.- Chapter 14. Exploring Vietnamese Tertiary EFL Teachers’ Perceptions of the Effectiveness of Professional Development Activities.-Chapter 15. Global Teachers on The Move: A Discussion of Teacher Identity and Intercultural Pedagogical Practices in Cross-Cultural Contexts.-Chapter 16. Sociality and Student Engagement in Online Learning: Engagement Stories of First-Year University Students in Vietnam.- Chapter 17. The Complexities of Being A Professional Woman: An Autoethnographic Narrative Study of A Female Vietnamese English Language.- Chapter 18. Conclusion Bridging Distances, Uniting Perspectives: A Transformative Journey Beyond.