Mr. Tran Thanh Vu

Mr. Trần Thanh Vũ is a doctoral researcher in the School of Education at Durham University, United Kingdom, under the prestigious Economic and Social Research Council (ESRC) scholarship. He was the only education researcher at Durham to receive this scholarship in 2022.

Before starting his Ph.D., Mr. Vũ worked at several high schools and universities in Ho Chi Minh City. He is the founder and director of the TESOL Research Collaboration Network, a community supporting young researchers in the field of foreign language teaching in Vietnam. Additionally, he serves on the Executive Committee of the Teacher Training Division under the International Association for Teaching English.

Mr. Vũ has published extensively in international conferences, journals, and books, and he also contributes as a peer reviewer for numerous academic outlets in education, language education, philosophy, and educational psychology.

Book Chapters

Tram, N. H. M., & Tran-Thanh, V. (2024). The Role of Supportive Environments in Shaping EFL Teachers’ Adoption of ChatGPT. In H. P. Bui & E. Namaziandost (Eds.), Innovations in Technologies for Language Teaching and Learning (pp. 55-78). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-63447-5_4
Le-Khanh, H., Do, K., & Tran-Thanh, V. (2024). EFL Writing Teachers’ Agency in Response to AI Emergence from an Ecological Perspective. In H. P. Bui & E. Namaziandost (Eds.), Innovations in Technologies for Language Teaching and Learning (pp. 79-94). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-63447-5_5
Tran-Thanh, V., Le, H. T., & Nguyen, H. T. (2024). Narrative Inquiry as a Form of Professional Development. In K. M. Reynolds & K.-D. Kuttig (Eds.), K-12 Classroom Research in Language Teaching and Learning: Narratives for Understanding and Engaging in Teacher Research (pp. 221–238). Routledge. https://doi.org/10.4324/9781003485858-14
Tran-Thanh, V., Nguyen, H. T., & Le, H. T. (2023). Professional Identity Under Reconstruction: Stories of Vietnamese ESOL Teachers’ Integration of Technology. In D. Tafazoli & M. Picard (Eds.), Handbook of CALL Teacher Education and Professional Development: Voices from Under-Represented Contexts (pp. 331-347). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-0514-0_20

Scholarly Articles

Tran-Thanh, V. (2025). Recent trends in English Language education in Vietnam: Navigating Policy, Practice, and Societal Shifts. English Today, 1-6. https://doi.org/10.1017/S0266078424000506
Tran-Thanh, V. (2024). Exploring Vietnamese primary school EFL teachers’ identities from a micropolitical perspective. System, 121, 103215. https://doi.org/10.1016/j.system.2023.103215
Tran-Thanh, V. (2023). Teachers’ (Mis)Beliefs and How They Hinder Professional Development in Vietnam. Teacher Educator Interest Section Newsletter, February 2023. http://newsmanager.commpartners.com/tesolteis/issues/2023-02-21/2.html
Tran-Thanh, V. (2021). “Why I don’t teach as I was trained”: Vietnamese Early Career ESOL Teachers’ Experience of Reality Shock. Australian Journal of Teacher Education, 46(12), 35-51. https://doi.org/10.14221/ajte.2021v46n12.3
Dao, P., Nguyen, X. N. C. M., Duong, P.-T., & Tran-Thanh, V. (2021). Learners’ Engagement in L2 Computer-Mediated Interaction: Chat Mode, Interlocutor Familiarity, and Text Quality. The Modern Language Journal. https://doi.org/10.1111/modl.12737
Tran-Thanh, V. (2020). Queer Identity Inclusion in the EFL Classroom: Vietnamese Teachers’ Perspectives. TESOL Journal, 11(3), e00512. https://doi.org/10.1002/tesj.512

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