MY JOURNAL ARTICLES & BOOK CHAPTERS:

1. Cong-Lem, N. & Nguyen, M. H. (2024). Perezhivanie-agency dialectic: Examining Vietnamese EFL educators’ experiences and negotiation of dramatic classroom events. System, 1–13. https://doi.org/10.1016/j.system.2024.103347 [] (SSCI, Q1, Impact Factor: 6.0, ELSEVIER).
2. 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. https://doi.org/10.1080/10447318.2024.2344142 [](SSCI, CiteScore: 8.8, IF: 4.7, Taylor & Francis)
3. Cong-Lem, N.,Khoa, D. T., Zhu, B. & Long, Z. (2024). Identity transitions, experiences, and agency: A collaborative autoethnography of Asian international TESOL doctoral students. Language Learning Journal. https://doi.org/10.1080/09571736.2024.2349052 [] (SSCI, Q1, CiteScore: 4.7, Taylor & Francis).
4. Dang, T. K. A., Bolinger, S. & Cong-Lem, N. (2024). Teachers’ transformative agency in English-medium instruction (EMI) in Vietnam. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2024.2349803 [](SSCI, Q1, Taylor & Francis).
5. 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. https://doi.org/10.56297/FSYB3031/MXNB7567 [] (Scopus, Q1, Open Access).
6. Cong-Lem, N. (2024). Teacher agency for change and development in higher education: A scoping literature review. International Journal of Education Reform, 2024(0), 1-24. https://doi.org/10.1177/10567879231224744 (Scopus, SAGE, Open Access). []
7. Cong-Lem, N. (2024). A comprehensive guide to conducting systematic reviews. In H. Bui (Ed.), Considerations and techniques for applied linguistics and language education research (pp. 115-135). IGI Global. https://doi.org/10.4018/979-8-3693-6482-6.ch006
8. Cong-Lem, N., Nguyen, M. H. & Turner, M. (2023). A sociocultural perspective on the relationship between educators’ emotional experiences and professional learning. In P. Fossa and C. Cortés-Rivera (Eds.), Affectivity and learning - bridging the gap between neurosciences, cultural and cognitive psychology (pp. 335-349). Springer. https://doi.org/10.1007/978-3-031-31709-5_18
9. Cong-Lem, N. (2022). The relation between environment and psychological development: Unpacking Vygotsky’s influential concept of perezhivanie. Human Arenas. https://doi.org/10.1007/s42087-022-00314-6 [](ESCI & Scopus, Springer).
10. Cong-Lem, N. (2022). Vygotsky’s, Leontiev’s and Engeström’s cultural-historical (activity) theories: Overview, clarifications and implications. Integrative Psychological and Behavioral Science. https://doi.org/10.1007/s12124-022-09703-6 [](SSCI, Springer).
11. Cong-Lem, N. (2022). Emotion and its relation to cognition from Vygotsky's perspective. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00624-x [] (SSCI, Springer).
12. 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 [](Scopus)
13. Cong-Lem, N. (2021). Teacher agency: A systematic review of international literature. Issues in Educational Research, 31(3), 718-738. http://www.iier.org.au/iier31/cong-lem.pdf [] (ESCI & Scopus)
14. Hradsky, D., Soyoof, A., Zeng, S., Foomani, E. M., Cong-Lem, N., Maestre, J. L., & Pretorius, L. (2022). Pastoral care in doctoral education: A collaborative autoethnography of belonging and academic identity. International Journal of Doctoral Studies, 17, 1–23. (Scopus)
15. Chakraborty, D., Soyoof, A., Moharami, M., Utami, A. D., Zeng, S., Cong-Lem, N., ... & Pretorius, L. 2021. Feedback as a space for academic social practice in doctoral writing groups. The Educational and Developmental Psychologist, (2021). https://doi.org/10.1080/20590776.2021.1972764 (ESCI, Scopus, Taylor & Francis)
16. Cong-Lem, N. & Lee, S. Y. 2020. Exposure to L2 online text on lexical and reading growth. Language Learning & Technology, 24(3), 87-102. http://hdl.handle.net/10125/44740 (SSCI)
17. 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). https://doi.org/10.18806/tesl.v37i3.1342 [] (ESCI)
18. 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 []
19. Cong-Lem, N. (2019). Factors affecting the intercultural adaptation process of international students: A case study of Vietnamese postgraduate students at a tertiary institution in Taiwan. VNU Journal of Social Science and Humanities, 5(2), 163-175. http://dx.doi.org/10.1172/vjossh.v5i2.451 []
20. Cong-Lem, N. (2018). Web-based language learning (WBLL) for enhancing L2 speaking performance: A review. Advances in Language and Literary Studies, 9(4), 143-152.
21. Cong-Lem, N. (2018). A review of research in mobile-assisted collaborative language learning. VNU Journal of Foreign Studies, 34(4), 71-82. https://doi.org/10.25073/2525-2445/vnufs.4282 []
22. Cong-Lem, N. (2018). Does exposure to L2 Facebook pages impact your language learning? An examination of the relation between Facebook reading experience and foreign language development. Korea TESOL Journal, 14(1), 203-227. []

CONFERENCE PRESENTATIONS & PROCEEDINGS:

1. Cong-Lem, N. & Nguyen, M. H. (2022, July 6-8).Object-Oriented Teacher Agency for Curricular Reform: The Case of Vietnamese Educators [Conference Presentation]. Australian Teacher Education Association (ATEA) 2022 Conference, Melbourne, VIC, Australia.
2. Cong-Lem, N. (2021, July).Teacher agency through the lens of Vygotsky’s perezhivanie. Paper presented at 2021 ATEA Conference, Australian Teacher Education Association.
3. Cong-Lem, N. (2021, February).Researching teacher agency from Vygotsky’s developmental perspective. Paper presented at Beijing Normal University, Durham University and Monash University Joint Online Conference.
4. Cong-Lem, N. (2021, January).Assessing lexical features and providing feedback on EFL learners’ IELTS writing with LambNLP. Paper presented at AsiaCALL2021 - 17th International Conference - VLTESOL, Van Lang University, Ho Chi Minh City, Vietnam.
5. Cong-Lem, N. & Nguyen, T. T. D. (2020, November).Vietnamese English-majors’ Perceptions and Intention to Use A Web-Based Tool for Data-Driven Learning (DDL) Purpose. Paper presented at the International Virtual Conference on TESOL, SEMEO Retrac & Curtin University.
6. Cong-Lem, N. (2020, November).Professional agency in research practice during the Covid-19 pandemic: Reflections on my data collection journey. Paper presented at AARE Teacher Education & Research Innovation SIG 2020 Symposium, Melbourne, Australia.
7. Cong-Lem, N. (2020, October).Developing a web-based text-analysis tool for language learning, teaching and research purposes. Paper presented at VietTESOL International Convention 2020, Vietnam.
8. Cong-Lem, N. (2020, October).Cultural Historical Activity Theory (CHAT) for teacher professional learning research: An analytical or explanatory framework?. Paper presented at MERC Conference 2020, Monash University, Australia.
9. Cong-Lem, N. (2019, October).Connecting the dots: Teachers’ contradictions, cognition, emotions and professional responses. Paper presented at MERC Conference 2019, Monash University, Melbourne, Australia. https://doi.org/10.26180/5d96895e0fc51
10. Cong-Lem, N. (2019, May). Exploring the factorial structure of the Strategy Inventory for Language Learning (SILL): Insights from its validation and correlation with L2 speaking skill. Paper to be presented at the 7th OpenTESOL International Conference (OpenTESOL 2019), Ho Chi Minh City Open University, Ho Chi Minh, Vietnam.
11. Cong-Lem, N. (2019, April). Learning self-regulation of EFL learners in an L2 listening course. Paper presented at Language Teaching and Learning Today 2019, Ho Chi Minh City University of Technology and Education, Ho Chi Minh, Vietnam.
12. Cong-Lem, N. & Thu-Hang, N. T. (2018). The interplay among L2 willingness to communicate, speaking test anxiety and speaking proficiency. In the Proceedings of the 9th International Conference on TESOL: Breakthroughs in English Language Teaching in the 21st Century. Ho Chi Minh: SEAMEO RETRAC & Curtin University.
13. Cong-Lem, N. (2018). Online self-regulated learning, Internet self-efficacy, and intention to use Internet for language learning. In the Proceedings of the 3rd International Conference on English Language Teaching (pp. 121-130). Ho Chi Minh: HCMC University of Education Publishing House.
14. Cong-Lem, N. & Lee, S.Y. (2018, May). Examining the affordance of Facebook pages as a potential L2 reading source. Paper presented at 2018 International Conference on English Teaching and Learning (35th ROC-TEFL), National Tsing Hua University, Hsinchu, Taiwan.
15. Cong-Lem, N. (2018, April). Intercultural adjustment in Asian context: A case study of Vietnamese graduate students in Taiwan. Paper presented at 2018 Graduate Student Symposium, National Taiwan University of Science and Technology, Taipei, Taiwan.
16. Cong-Lem, N. (2018, March). Digital reading exposure on English learners’ vocabulary and reading growth. Paper presented at the Doctoral and Master’s Student Research Forum, TESOL 2018 International Convention and English Language Expo, Chicago, Illinois, USA.
17. Cong-Lem, N. & Lee, S. Y. (2018, March). An examination of the undergraduate learners’ self-perception of English reading on the Internet in Vietnamese EFL context. Paper presented at the 20th International Conference and Workshop on TEFL and Applied Linguistics, Ming Chuan University, Taoyuan, Taiwan.
18. Cong-Lem, N. (2018, January). L2 Internet reading experience and lexical acquisition. Paper presented at the 38th Thailand TESOL International Conference 2018, Chiang Mai, Thailand.