Follow
Mark Feng Teng
Mark Feng Teng
Tenured Associate Professor, Macao Polytechnic University
Verified email at mpu.edu.mo - Homepage
Title
Cited by
Cited by
Year
Autonomy, agency, and identity in teaching and learning English as a foreign language
MF Teng
Springer, 2019
1862019
Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-service Teachers˘ Practicum Experiences.
MF Teng
Australian Journal of Teacher Education 42 (11), 117-134, 2017
1622017
The role of metacognitive knowledge and regulation in mediating university EFL learners˘ writing performance
MF Teng
Innovation in Language Learning and Teaching., 2019
1222019
The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language
F Teng
Literacy 54 (1), 29-39, 2020
1172020
Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students˘ English writing and regulation of cognition
F Teng
Thinking Skills and Creativity 22, 289-302, 2016
1022016
Predictive effects of writing strategies for self-regulated learning on secondary school learners˘ EFL writing proficiency
MF Teng, J Huang
TESOL Quarterly, 2018
992018
Incidental vocabulary acquisition from reading-only and reading-while-listening: A multi-dimensional approach
F Teng
Innovation in Language Learning and Teaching 12 (3), 274-288, 2018
872018
Vocabulary learning through videos: captions, advance-organizer strategy, and their combination
F Teng
Computer Assisted Language Learning 35 (3), 518-550, 2022
862022
Tertiary-level students˘ English writing performance and metacognitive awareness: A group metacognitive support perspective
F Teng
Scandinavian Journal of Educational Research 64 (4), 551-568, 2020
842020
The effects of context and word exposure frequency on incidental vocabulary acquisition and retention through reading
F Teng
The Language Learning Journal 47 (2), 145-158, 2019
772019
Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination
M Teng, Feng
Language Teaching Research, 2019
712019
Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context
MF Teng, C Qin, C Wang
Metacognition and learning 17 (1), 167-190, 2022
702022
Assessing self-regulatory writing strategies and their predictive effects on young EFL learners˘ writing performance
MF Teng, C Wang, LJ Zhang
Assessing Writing 51, 100573, 2021
692021
Learner identity and learners˘ investment in EFL learning: A multiple case study
MF Teng
Iranian Journal of Language Teaching Research, 2019
692019
Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge
F Teng
PASAA 49 (1), 39-66, 2015
692015
Incidental vocabulary learning for primary school students: the effects of L2 caption type and word exposure frequency
F Teng
The Australian Educational Researcher 46 (1), 113-136, 2019
672019
Tea or tears: online teaching during the COVID-19 pandemic
MF Teng, JG Wu
Journal of education for teaching 47 (2), 290-292, 2021
642021
Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors
MF Teng
System 105, 102736, 2022
602022
The effects of video caption types and advance organizers on incidental L2 collocation learning.
MF Teng
Computers & Education, 2019
572019
An In-depth Investigation into the Relationship between Vocabulary Knowledge and Academic Listening Comprehension
F Teng
TESL-EJ 20 (2), 2016
542016
The system can't perform the operation now. Try again later.
Articles 1–20