Image
Photo of Tuc Chau
Lecturer
Office Location
South Hall 4718
Office Hours
Fall 2025: Tuesdays and Thursdays 12pm-12:50pm
Email
tucchau@ucsb.edu
Bio

Dr. Tuc Chau earned his Ph.D. in Linguistics and Applied Language Studies from the University of South Florida in 2023. He has taught a wide range of ESL and Linguistics courses, working with both domestic and international students. His research focuses on second language (L2) writing, with additional interests in L2 pronunciation and computer-assisted language learning. His work has been published in TESL-EJ and Studies in Second Language Acquisition, and he has served as a reviewer for journals including Applied Psycholinguistics, Reading and Writing, Studies in Second Language Acquisition, the Canadian Journal of Applied Linguistics, and TESOL Quarterly.

What do students have to say?

  • "He will always type useful feedback after we submit our homework, and reply my email really fast"
  • "Professor Chau designed clear instructions for every assignment and was always here online to assist us."
  • "Tuc is one of the best teacher I have had in a long time. The classes are very energetic and positive. His teaching methods are very fun to follow. I really hope I can take the classes that he teaches again."
  • "Tuc Chau is my favorite instructor this quarter. His classes are extremely good. Good learning atmosphere and appropriate workload of homework."
  • "He was a really good teach I'm going to miss being in his class. I liked how you explained a lot about the topics and that you wrote down notes while in class on the board."
  • "The lecturer was very friendly and organized the course in a way that everybody can interact with each other. The materials are clear and the lecturer graded fairly."

 

Courses

Courses often taught:

  • LING 3A
  • LING 3C
  • LING 12
  • LING 14
Publications

Recent publication:

  • Chau, T., & Huensch, A. (2025). The relationships among L2 fluency, intelligibility, comprehensibility, and accentedness: A meta-analysis. Studies in Second Language Acquisition, 47(1), 282-307. https://doi.org/10.1017/S0272263125000014