Dr Hoa Nguyen

Senior Lecturer
PhD (The University of Queensland), MTesol(The University of Queensland), Med (RMIT)
School of Education


+61 2 9385 8349
138 Goodsell Building
Kensington Campus

Dr Hoa Thi Mai Nguyen is a Senior lecturer in Teacher Professional Learning in the School of Education and specialises in teacher development, mentoring, TESOL and sociocultural theory. Prior to this position, she worked at the University of Sydney where she was awarded the prestigious and highly competitive University of Sydney Postdoctoral Fellowship to pursue her research interests. She has experience teaching and training pre-service and in-service teachers in Asia and Australia. She has procured a total of $ 429,000 in her career. Being active in research allows her to incorporate her research interests into teaching to create an intellectually engaging, and challenging learning environment. She enjoys working with teachers, in their role as mentors to student teachers and early career teachers, and has a strong commitment and passion to develop teachers’ professional learning.Her ongoing research interests have been in the areas of teacher education, teacher professional development, mentoring, TESOL, and sociocultural theory. Her research was highly recognised by a number of awards, most recently a Research Recognition Award for Early Career Researcher by Australian Teacher Education Association. She is currently holding an honorary position at the University of Sydney.



    • Nguyen HT M, 2017, Models of Mentoring in Language Teacher Education, Springer, Switzerland, http://dx.doi.org/10.1007/978-3-319-44151-1
    • Hamid MO; Nguyen HTM; Baldauf RBJ, (eds.), 2014, Language Planning for Medium of Instruction in Asia, Taylor and Francis Publisher

    Book Chapters

    • Bui T;Ngo TH N;Nguyen HT M, 2018, 'Access and Equity in Higher Education (HE) in Light of Bourdieu’s Theories: A Case of Minority Students in the Northwest Vietnam', in Nguyen TN; Tran TL (ed.), Reforming the Vietnamese Higher Education: Global Forces and Local Demand, Springer, Switzerland, pp. 150 - 169
    • Nguyen HT M;Nguyen TH;Nguyen VH;Nguyen TT T, 2018, 'Local challenges to global needs in English language education in Vietnam: The perspective of language policy and planning', in CHUA Siew Kheng C (ed.), Un(intended) Language Planning in a Globalising World: Multiple Levels of Players at Work, DE GRUYTER OPEN
    • Nguyen HT M;Nguyen T, 2018, 'Professional learning for higher education academics: systematic tensions', in Nguyen, TN; Tran, TL (ed.), Reforming the Vietnamese Higher Education: Global Forces and Local Demand, Springer, Singpapore, pp. 228 - 247
    • Le DM;Nguyen TM H;Burns A, 2017, 'Teacher language proficiency and reform of English Language Education in Vietnam, 2008-2020', in Developing classroom English competence: Learning from Vietnam experience, IDP Education Cambodia, pp. 19 - 33
    • Nguyen HT M;Loughland T, 2017, 'Boundary objects and brokers in professional experience: An activity theory analysis', in Ambrosetti A; Capeness R; Kriewaldt J; Rossison D (ed.), Educating teachers: Innovative perspectives in professional experience, Springer, Singapore:, pp. 50 - 71
    • Lang C;Nguyen HT M, 2017, 'Paired Placements in Intensified School and University environments: advantages, enablers and barriers.', in Ambrosetti A; Capeness R; Kriewaldt J; Rossison D (ed.), Educating teachers: Innovative perspectives in professional experience, Springer, Singapore, pp. 217 - 233, http://dx.doi.org/10.1007/978-981-10-5484-6_13
    • Sunggingwati D;Nguyen HT M, 2017, 'Self-questioning Strategy Training: Voices from Students in Indonesia', in Dantas-Whitney M; Rilling S (ed.), TESOL Voices: Insider Accounts of Classroom Life, Secondary Education, TESOL International Association, VA, pp. 41 - 45
    • Ngo TH N;Nguyen HT M, 2017, '“I learn listening skill to get high marks”: Student voices about listening instruction in Vietnam', in Stewart T (ed.), TESOL Voices: Insider Accounts of Classroom Life, Higher Education, TESOL International Association, 2017, pp. 99 - 104, http://sites.tesol.org/Bookstore/ItemDetail?iProductCode=14036&Category=VOICES
    • Nguyen HT M, 2016, 'Peer mentoring for beginning teachers: Factors contributing to their professional identity development', in Tajino A; Stewart T; Dalsky D (ed.), Team Teaching and Team Learning: Collaboration for Innovation in Language Classrooms, Routledge, New York, pp. 179 - 193, https://www.routledge.com/products/9781138857650
    • Bui, T ;Nguyen HT M, 2015, 'Standardizing English for educational and socio-economic betterment? A critical Analysis of English language policy reforms', in Kirkpatrick R (ed.), English Language Education Policy in Asia, edn. Language Policy, Springer, Switzerland, pp. 363 - 388, http://dx.doi.org/10.1007/978-3-319-22464-0
    • Nguyen HT M;Hudson P, 2012, 'Peer Group Mentoring: Preservice EFL Teachers’ Collaborations for Enhancing Practices.', in Honigsfeld A; Dove MG (ed.), Co-Teaching and Other Collaborative Practices in The EFL/ESL Classroom Rationale, Research, Reflections, And Recommendations, Information Age Publishing., Charlotte, NC, pp. 231 - 241
    • Nguyen HT M;Hudson P, 2012, 'Preservice EFL teachers' reflections on mentoring during their practicum', in Gitsaki G; Baldauf RBJ (ed.), Future directions in applied linguistics: Local and global perspective, Cambridge Scholar Publishing, UK, pp. 158 - 178
    • Baldauf RB J;Nguyen H, 2012, 'Language policy in Asia and the Pacific', in The Cambridge handbook of language policy, Cambridge, pp. 617 - 638
    • Nguyen HT M, 2012, 'Primary English language education policy in Vietnam: Insights from implementation.', in Baldauf RB; Kaplan RB; Kamwangamalu NM; Bryant B (ed.), Language planning in primary schools in Asia, Routledge, Abindgon, Oxon, United Kingdom, pp. 121 - 143
    • Nguyen HT M, 2009, 'An experimental Application of the Problem-Posing Approach for English Language Teaching in Vietnam', in Stewart T (ed.), Insights on Teaching Speaking in TESOL, Virginia TESOL, Inc, Virginia, pp. 79 - 90

    Journal articles

    • Nguyen HT M;Ngo NT H, 2018, 'Learning to reflect through peer mentoring in a TESOL practicum', ELT Journal, vol. 72, pp. 187 - 198, http://dx.doi.org/10.1093/elt/ccx053
    • Nguyen HT M;Loughland T, 2018, 'Pre-service teachers’ construction of professional identity through peer collaboration during professional experience: a case study in Australia', Teaching Education, vol. 29, pp. 81 - 97, http://dx.doi.org/10.1080/10476210.2017.1353965
    • Nguyen TT T;Nguyen HT M, 2017, 'Thinking globally or “glocally”? Bilingual identity of Vietnamese international school students', International Journal of Educational Research, vol. 85, pp. 24 - 32, http://dx.doi.org/10.1016/j.ijer.2017.06.001
    • Obaidul Hamid M;Nguyen HT M, 2016, 'Globalization, english language policy, and teacher agency: Focus on Asia', International Education Journal, vol. 15, pp. 26 - 43
    • Loughland T;Nguyen HT M, 2016, 'Using the instructional core to implement a professional learning programme for primary science teachers in Australia: teacher learning and student skill outcomes', Teacher Development, vol. 20, pp. 498 - 520, http://dx.doi.org/10.1080/13664530.2016.1164748
    • Bloomfield D;Nguyen HT M, 2015, 'Creating and sustaining professional learning partnerships: Activity theory as an analytic tool', Australian Journal of Teacher Education, vol. 40, pp. 22 - 44, http://dx.doi.org/10.14221/ajte.2015v40n11.2
    • Nguyen HT M;Baudaulf RB J, 2015, 'Beginning teachers: Supporting each other and learning together', Teacher Education & Practice, vol. 28, pp. 75 - 89
    • Hamid MO;Nguyen HT M;Kamwangamalu NM, 2014, 'Medium of Instruction in Africa: Commentary', Current Issues in Language Planning, vol. 15, pp. 1 - 3, http://dx.doi.org/10.1080/14664208.2014.867574
    • Sunggingwati D;Nguyen H, 2013, 'Teachers’ questioning in reading lessons: A case study in Indonesia.', Electronic Journal of Foreign Language Teaching, vol. 10, pp. 80 - 95
    • Nguyen HT M, 2013, 'Peer Mentoring: A Way Forward for Supporting Preservice EFL Teachers Psychosocially During the Practicum', Australian Journal of Teacher Education, vol. 38, pp. 31 - 44
    • Sunggingwati, D ;Nguyen HT M, 2013, 'Self-questioning strategy training: Insights from implementation', Asian EFL Journal, vol. 68, pp. 39 - 72
    • Hamid MO;Nguyen HT M;Baldauf RB, 2013, 'Medium of instruction in Asia: context, processes and outcomes', Current Issues in Language Planning, vol. 14, pp. 1 - 15, http://dx.doi.org/10.1080/14664208.2013.792130
    • Dang TK A;Nguyen HT M;Le TT T, 2013, 'The impacts of globalisation on EFL teacher education through English as a medium of instruction: an example from Vietnam', Current Issues in Language Planning, vol. 14, pp. 52 - 72, http://dx.doi.org/10.1080/14664208.2013.780321
    • Nguyen HT M, 2011, 'Primary English language education policy in Vietnam: insights from implementation', Current Issues in Language Planning, vol. 12, pp. 225 - 249, http://dx.doi.org/10.1080/14664208.2011.597048
    • Vo LT;Mai Nguyen HT, 2010, 'Critical Friends Group for EFL teacher professional development', ELT Journal, vol. 64, pp. 205 - 213, http://dx.doi.org/10.1093/elt/ccp025
    • Nguyen HT M;Hudson P, 2010, 'Preservice EFL teachers’ attitudes, needs, and experiences about teaching writing and learning to teach writing before their practicum: A case study in Vietnam', The Asia EFL Journal, vol. 12, pp. 43 - 67
    • Nguyen HT M, 2010, 'Effective peer mentoring for EFL pre-service teachers’ instructional practicum practice', The Asia EFL Journal, vol. 13, pp. 40 - 61
    • Hudson P;Nguyen HT M;Hudson S, 2009, 'Mentoring EFL Preservice Teachers in EFL Writing. , 27(1), 85-102.', TESL Canada Journal, vol. 27, pp. 85 - 102
    • Nguyen H, 2008, 'Mentoring beginning EFL teachers at tertiary level in Vietnam', Asian-EFL Journal, vol. 10, pp. 111 - 132
    • Nguyen HT M, 2007, 'Developing EFL learners' intercultural communicative competence: A gap to be filled?', Asian EFL Journal, vol. 21, pp. 122 - 139
    • Nguyen HT M;Nguyen QT, 2007, 'Teaching English in Primary Schools in Vietnam: An Overview', Current Issues in Language Planning, vol. 8, pp. 162 - 173, http://dx.doi.org/10.2167/cilp106.0

Teaching and Supervision

EDST 5127Coaching and Mentoring in Educational Leadership

EDST 5117ProfessionalInquiry

EDST 5441 Advanced TESOL Curriculum and Assessment

EDST5325Advanced TESOL Professional Practice

EDST 5308 Teacher Learning

EDST 6760Professional Experience

Honours and prizes

2018 Visiting Scholar at Kings' College London

2018 Shortlisted for 2018 Dean’s Award for Best Monograph by an Early Career Researcher.

2017 ACE Sutherland St George Region World Teachers Day Award from the Australian College of Educators for significant contributions to the professional learning of teachers and preservice teachers

2017: Vice-Chancellor’s Childcare Support Fund for Women Researchers

2017: Shortlisted for the Dean’s Award for Early Career Researcher Achievement

2016 Early Career Researcher Grant (School of Education, UNSW)

2013 : Research Recognition Award for Early Career Researcher by Australian Teacher Education Association

2011: The N V Varghese Prize for Comparative Education

2010: Award for Research Higher Degree Excellence 2010 (Outstanding PhD thesis), The University of Queensland.

2010: Commercialisation Training Scheme (CTS) support and grant, Graduate School, The University of Queensland

2009: Postgraduate Research Conference Publication Award 2009, School of Education, The University of Queensland

2008: English Speaking Union Fund (Grant), Victoria, Australia

2006: Vietnam National University (VNU) Young Lecturer Excellence issued by Director of VNU

2006: Postgraduate Research Scholarship at The University of Queensland (PhD degree)

2007: Travel Grant- The 1st Korea English Teachers Associations Joint Conference & ETAK International Conference

2004: International RMIT scholarship (MA degree)

2002: Queensland University Scholarship (MA degree)

2001: Toyota Foundation Scholarship Award


funded projects

  1. The impact of training listening skills on EFL learners in Taiwan
  2. Preservice teachers’ professional learning during the professional experience
  3. Beginning teachers’ professional learning needs and practice
  4. Cross countries study of beginning teachers’ professional learning experiences : Australia and Canada
  5. A comparative study between the UK and Australia of preservice teachers’ learning during their practicum
  6. Supervising Teachers Application of the Graduate Teaching Standards to the Assessment of Professional Experience in Education
  7. Needs and gaps encountered by employers in the northern mountainous region of Vietnam.

Engagement and Professional contributions

Dr Nguyen works as a reviewerfor a number of journals such as Asia Pacific Journal of Education, System, Asian EFL journal, Action in Teacher Education, Journal of Teacher Education, teaching and teacher education, teaching education, TESOL Quarterly.... She is in the editorial team of Asian EFL journal,Current Issues in Language Planning, and Australian Review of Applied Linguitics