Publications

Cong-Lem, N. (2026). “is this really your work?”: A qualitative study of teacher-led interviews and student accountability in the age of generative AI. Journal of Academic Ethics, 24(1), 29. https://doi.org/10.1007/s10805-025-09704-1

Cong-Lem, N. (2025). The relation between environment and psychological development: Unpacking Vygotsky's influential concept of perezhivanie. Human Arenas, 8(1), 225-243. https://doi.org/10.1007/s42087-022-00314-6

Truong, K.D., Cong-Lem, N., Li, B. (2025). The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review. Teaching and Teacher Education, 158, 104967. https://doi.org/10.1016/j.tate.2025.104967

Bragge, P., Clark, E.C., Delafosse, V., Cong-Lem, N., Tsering, D., Kellner, P., Kostopoulos, A., Dobbins, M. (2025). What happened next? A survey of review clients evaluating impacts of rapid reviews. Journal of Clinical Epidemiology, Advance online publication. https://doi.org/10.1016/j.jclinepi.2025.111673

Cong-Lem, N. (2025). Scale validation in applied linguistics: Methodological trends and challenges. Research Methods in Applied Linguistics, 4(2), 1–8. https://doi.org/10.1016/j.rmal.2025.100217

Cong-Lem, N. (2025). Intuitive to strategic translanguaging: Insights from Vietnamese EFL classrooms. Profile: Issues in Teachers' Professional Development, 27(1), 151-167. https://doi.org/10.15446/profile.v27n1.116309

Cong-Lem, N., Truong, K.D., Zhu, B., Long, Z. (2025). Identity transitions, experiences, and agency: a collaborative autoethnography of Asian international TESOL doctoral students. The Language Learning Journal, 53(2), 143-158. https://doi.org/10.1080/09571736.2024.2349052

Cong-Lem, N. (2025). Rethinking evidence-informed policy and practice in the age of generative artificial intelligence. London Review of Education, 23(1), 1–8. https://doi.org/10.14324/LRE.23.1.16

Cong-Lem, N. (2025). Teaching with heart and mind: How social-emotional skills mediate observation, perezhivanie, and pedagogical agency in Vietnamese EFL classrooms. Language Teaching Research, Advance online publication. https://doi.org/10.1177/13621688251367848

Cong-Lem, ,.N., Nguyen, T.T., Nguyen, K.N.H. (2025). Critical thinking in the age of generative AI: Effects of a short-term experiential learning intervention on EFL learners. International Journal of TESOL Studies, Advance online publication. https://doi.org/10.58304/ijts.250522

Cong-Lem, N., Soyoof, A., Tsering, D. (2024). A systematic review of the limitations and associated opportunities of ChatGPT. International Journal of Human–Computer Interaction, 41(7), 3851-3866. https://doi.org/10.1080/10447318.2024.2344142

Dang, T.K.A., Bohlinger, S., Cong-Lem, N. (2024). Teachers’ transformative agency in English-medium instruction in higher education in Vietnam: a cultural-historical theory perspective. Journal of Multilingual and Multicultural Development, Advance online publication. https://doi.org/10.1080/01434632.2024.2349803

Cong-Lem, N., Nguyen, M.H. (2024). Perezhivanie-agency dialectic: Examining Vietnamese EFL educators’ experiences and negotiation of dramatic classroom events. System, 123, 1–13. https://doi.org/10.1016/j.system.2024.103347

Cong-Lem, N. (2024). A comprehensive guide to conducting systematic reviews. Advances in Educational Technologies and Instructional Design, Advance online publication.

Cong-Lem, N., Tran, T.N., Nguyen, T.T. (2024). Academic integrity in the age of generative AI: Perceptions and responses of Vietnamese EFL teachers. Teaching English With Technology, 24(1), 28-47. https://doi.org/10.56297/FSYB3031/MXNB7567

Cong-Lem, N. (2024). Teacher agency for change and development in higher education: A scoping literature review. International Journal of Educational Reform, Advance online publication. https://doi.org/10.1177/10567879231224744

Cong-Lem, N. (2022). Vygotsky’s, Leontiev’s and Engeström’s cultural-historical (activity) theories: Overview, clarifications and implications. Integrative Psychological and Behavioral Science, Advance online publication. https://doi.org/10.1007/s12124-022-09703-6

Cong-Lem, N. (2022). Unravelling cultural-historical activity theory (CHAT): Leontiev’s and Engeström’s approaches to activity theory. Knowledge Cultures, 10(1), 84-103. https://doi.org/10.22381/kc10120225

Cong-Lem, N. (2022). Emotion and its relation to cognition from Vygotsky’s perspective. European Journal of Psychology of Education, Advance online publication. https://doi.org/10.1007/s10212-022-00624-x

Cong-Lem, N. (2021). Teacher agency: A systematic review of international literature. Issues in Educational Research, 31(3), 718-738.

Cong-Lem, N., Lee, S.Y. (2020). Exposure to L2 online text on lexical and reading growth. Language Learning & Technology, 24(3), 87-102.

Cong-Lem, N. (2020). Implementing portfolio-based learning (PoBL) for L2 training: Vietnamese EFL learners’ motivational orientations and listening achievement. TESL Canada Journal, 37(3), 1-26. https://doi.org/10.18806/tesl.v37i3.1342

Cong-Lem, N. (2019). Self-regulated learning and its relation to Vietnamese EFL learners’ L2 listening achievement. VNU Journal of Foreign Studies, 35(4), 60-74. https://doi.org/10.25073/2525-2445/vnufs.4395

Cong-Lem, N. (2019). Language learning strategies among Vietnamese EFL High School students. Indonesian Journal of English Language Teaching (IJELT), 14(1), 55-70.

Cong-Lem, N. (2018). Does exposure to L2 Facebook pages impact language learning? An examination of the relation between Facebook reading experience and foreign language development. Korea Tesol Journal, 14(1), 203-228.

Cong-Lem, N. (2018). Web-based language learning (WBLL) for enhancing L2 speaking performance: A review. Advances in Languages and Literary Studies, 9(4), 143-152.