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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
2152019
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
1882017
The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance
MF Teng
Innovation in Language Learning and Teaching., 2019
1412019
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
1312020
Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing proficiency
MF Teng, J Huang
TESOL Quarterly, 2018
1182018
Vocabulary learning through videos: captions, advance-organizer strategy, and their combination
F Teng
Computer Assisted Language Learning 35 (3), 518-550, 2022
1042022
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
1042016
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
992021
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
972018
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
962022
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
922020
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
822019
Learner identity and learners’ investment in EFL learning: A multiple case study
MF Teng
Iranian Journal of Language Teaching Research, 2019
792019
Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors
MF Teng
System 105, 102736, 2022
762022
Tea or tears: online teaching during the COVID-19 pandemic
MF Teng, JG Wu
Journal of education for teaching 47 (2), 290-292, 2021
762021
Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination
M Teng, Feng
Language Teaching Research, 2019
752019
Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge
F Teng
PASAA 49 (1), 39-66, 2015
732015
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
712019
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach
MF Teng, M Yue
Metacognition and Learning 18 (1), 237-260, 2023
632023
Language learning through captioned videos: Incidental vocabulary acquisition
MF Teng
Routledge, 2021
582021
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