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Mark Feng Teng
Mark Feng Teng
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
1922019
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
1632017
The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance
MF Teng
Innovation in Language Learning and Teaching., 2019
1272019
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
1202020
Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing proficiency
MF Teng, J Huang
TESOL Quarterly, 2018
1042018
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
Vocabulary learning through videos: captions, advance-organizer strategy, and their combination
F Teng
Computer Assisted Language Learning 35 (3), 518-550, 2022
902022
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
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
862020
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
802021
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
792019
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
742022
Learner identity and learners’ investment in EFL learning: A multiple case study
MF Teng
Iranian Journal of Language Teaching Research, 2019
722019
Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination
M Teng, Feng
Language Teaching Research, 2019
722019
Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge
F Teng
PASAA 49 (1), 39-66, 2015
722015
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
652021
Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors
MF Teng
System 105, 102736, 2022
632022
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
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