Mark Feng Teng

Best Publications

• Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language

  Feng Teng

  184
  Citations

• Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences.

  Feng Teng

  143
  Citations

• Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance

  Mark Feng Teng;Chuang Wang;Lawrence Jun Zhang

  105
  Citations

• Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach

  Unknown

  97
  Citations

• The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance

  Feng Teng

  97
  Citations

• Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context.

  Mark Feng Teng;Chenghai Qin;Chuang Wang

  91
  Citations

• Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition

  Unknown

  85
  Citations

• The Benefits of Metacognitive Reading Strategy Awareness Instruction for Young Learners of English as a Second Language.

  Feng Teng

  85
  Citations

• Predictive Effects of Writing Strategies for Self-Regulated Learning on Secondary School Learners’ EFL Writing Proficiency

  Feng Teng;Jing Huang

  83
  Citations

• Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors

  Unknown

  82
  Citations

• Vocabulary learning through videos: captions, advance-organizer strategy, and their combination

  Feng Teng

  76
  Citations

• Incidental vocabulary learning for primary school students: the effects of L2 caption type and word exposure frequency

  Unknown

  72
  Citations

• Incidental vocabulary acquisition from reading-only and reading-while-listening: a multi-dimensional approach

  Unknown

  72
  Citations

• Tertiary-Level Students’ English Writing Performance and Metacognitive Awareness: A Group Metacognitive Support Perspective

  Feng Teng

  65
  Citations

• Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination:

  Feng Teng

  62
  Citations

• Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns

  Mark Feng Teng

  62
  Citations

• Metacognitive Strategies, Language Learning Motivation, Self-Efficacy Belief, and English Achievement During Remote Learning: A Structural Equation Modelling Approach

  Mark Feng Teng;Chuang Wang;Junjie Gavin Wu

  62
  Citations

• The associations between working memory and the effects of multimedia input on L2 vocabulary learning

  Mark Feng Teng;Mark Feng Teng;Danyang Zhang

  59
  Citations

• The effects of context and word exposure frequency on incidental vocabulary acquisition and retention through reading

  Unknown

  57
  Citations

• The effects of video caption types and advance organizers on incidental L2 collocation learning

  Feng Teng;Feng Teng

  57
  Citations