https://marktengfeng.weebly.com/ google-site-verification=HutqYTOLVqNmRPUgtKHRthtciwI9Izgz1yHKo_n0CWg

Research areas: 
•  L2 Writing and Vocabulary Acquisition
•   Psycholinguistics (metacognition & working memory)

Employment:
2023-Present Associate Professor, Macao Polytechnic University, Macau SAR
2021-2023 Associate Professor, Beijing Normal University, China
​2020-2021 Lecturer, Hong Kong College of Technology 
2018-2020 Senior Research Assistant, Hong Kong Baptist University 
​
Qualification:
​PhD in Applied Linguistics
MA in TESOL and Foreign Language Education
BA in Foreign Language Education 

Co-editor: International Journal of TESOL Studies (IJTS)
Co-editor: OTI section, TESL-EJ

About Me

Mark Teng was born in China and raised in Japan. He received education in Japan, Mainland China, Australia, and Hong Kong. Mark Teng is a multilingual and multicultural speaker. He is a researcher and language teacher educator in the applied linguistics/TESOL community. His main research interests include L2 vocabulary learning and L2 writing through the perspectives of cognitive processes. 

Mark Teng performs well in teaching and research. Students were of different ages and nationality backgrounds: Macau, Malaysia, Greek, Thailand, Japan, Mainland China, Vietnam, Hong Kong, etc. He was the recipient of the 2017 Best Paper Award from the Hong Kong Association for Applied Linguistics (HAAL) and 2023 Social Science Research Award from Ministry of Education, China. Mark received the Teaching Excellence Awards twice by the Education Bureau of China (2013/2015). He also secured key external grants to support his research. 



Awards & Recognition
World’s Top 2% Scientists from 2019-2023 by Stanford University based on updated science-wide author databases of standardized citation indicators (https://data.mendeley.com/datasets/btchxktzyw/1)
2023 Research Award, Ministry of Education, China 
2022 Editor Pick paper award for the paper, "Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: A latent growth curve modeling approach", published in Language Awareness. 
2017 Hong Kong Association for Applied Linguistics (HAAL) Fawzia Braine Memorial Best Paper Award 


Selected International Journal articles  

 

1. Teng, F. (2024). Incidental vocabulary learning from listening, reading, and viewing captioned videos: Frequency and prior vocabulary knowledge. Applied Linguistics Review. 

2. Teng, F., & Mizumoto, A. (2024). Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading. International Review of Applied Linguistics in Language Teaching (IRAL). https://doi.org/10.1515/iral-2023-0294

3. Teng, F., & Zhang, L. J. (2024). Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance. Language Awareness. https://doi.org/10.1080/09658416.2023.2300269

4. Teng, F., & Cui, Y. (2023). Comparing incidental learning of single words and collocations from different captioning conditions: The role of vocabulary knowledge and working memory. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12910

5. Teng, F. (2023). Incidental vocabulary learning from captioned video genres: Vocabulary knowledge, comprehension, repetition, and working memory. Computer Assisted Language Learning. DOI: 10.1080/09588221.2023.2275158

6. Teng, F. (2023). Exploring self-regulated vocabulary learning strategies, proficiency, working memory, and vocabulary learning through word-focused exercises. The Language Learning Journal. doi.org/10.1080/09571736.2023.2267575

7. Teng, F., & Fang, F. (2023). Language Learning for language minority students in a globalized world. Australian Review of Applied Linguistics, 46(2), 131-139.

8. Teng, F. (2023). Online Extensive Reading in EAP Courses: Expanding on Zhou and Day (2021). Reading in a Foreign Language, 35(2), 293–300.

9. Teng, F., & Zhang, L. J. (2023). Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge. Metacognition and Learning. DOI:10.1007/s11409-023-09360-z

10. Teng, F., & Mizumoto, A. (2023). The role of spoken vocabulary knowledge in language minority students’ incidental vocabulary learning from captioned television. Australian Review of Applied Linguistics. https://www.jbe-platform.com/content/journals/10.1075/aral.22033.ten

11. Teng, F., & Zhang, D. (2023). Vocabulary learning in a foreign language: multimedia input, sentence-writing task, and their combination. Applied Linguistics Review. https://doi.org/10.1515/applirev-2022-0160

12. Teng, F. (2023). Effectiveness of captioned videos for incidental vocabulary learning and retention: The role of working memory. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2023.2173613

13. Teng, F., & Zhan, Y. (2023). Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing. Assessing Writing. https://doi.org/10.1016/j.asw.2023.100728

14. Zou, D., & Teng, F. (2023). Effects of tasks and multimedia annotations on vocabulary learning. System. https://doi.org/10.1016/j.system.2023.103050

15. Teng, F., & Wu, G. (2023). An Investigation of Learners’ Perceived Progress During Online Education: Do Self-Efficacy Belief, Language Learning Motivation, and Metacognitive Strategies Matter? The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00727-z

16. Teng, F., Reynolds, B., & Xuan, H. (2023). Social participation and identity change during study abroad: British sojourners in China. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12476

17. Teng, F. (2022). Incidental vocabulary learning from captioned videos: Learners' prior vocabulary knowledge and working memory. Journal of Computer Assisted Learning. Doi: 10.1111/jcal.12756

18. Teng F., & Fang, F. (2022). Translanguaging pedagogies in developing
morphological awareness: the case of Japanese students learning Chinese in China. Applied Linguistics Review. doi.org/10.1515/applirev-2022-0138

19. Teng, F. (2022). The effectiveness of multimedia input on vocabulary learning and retention. Innovation in Language Learning and Teaching. Doi 10.1080/17501229.2022.2131791

20. Qi, S, Teng, F., & Fu, A. (2022). LexCH: A Quick and Reliable Receptive Vocabulary Size Test for Chinese Learners. Applied Linguistics Review. https://doi.org/10.1515/applirev-2022-0006

21. Teng, F., & Zhang, L. J. (2022). Development of metacognitive knowledge and morphological awareness: A longitudinal study of ethnic minority multilingual young learners in China. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2052301

22. Teng, F. (2022). The roles of Second-Language proficiency level and working memory on vocabulary learning from word-focused exercises. RELC Journal https://doi.org/10.1177/00336882221102228

23. Teng, F. (2022). Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System. 
https://doi.org/10.1016/j.system.2022.102736

24. Teng, F. & Yue, M. (2022). Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09328-5

25. Teng, F., & Wang, C. (2022). Assessing academic writing self-efficacy belief and writing performance in a foreign language context. Foreign Language Annals. https://doi.org/10.1111/flan.12638

26. Teng, F., & Yang, Z. (2022). Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2022.2144327

27. Yip. J., Huang, J., & Teng, F. (2022). Identity and emotion of university English teachers during curriculum reform in China. Language, Culture, Curriculum. doi.org/10.1080/07908318.2021.2024843

28. Wen Z., Han, L., Hu, G., Teng, F. (2022). Rethinking language policy and planning in the Greater Bay Area of China: insights from translanguaging theory. Asian Pacific Journal of Second and Foreign Language Education. 

29. Teng, F., & Zhang, D. (2021). The associations between working memory and the effects of multimedia input on L2 vocabulary learning. International Review of Applied Linguistics in Language Teaching. doi.org/10.1515/iral-2021-0130

30. Reynolds, B. L., & Teng, F. (2021). Incidental and informal vocabulary
learning: Introduction to the special issue. TESOL Journal, 12 (3), 1-7. 
DOI: 10.1002/tesj.642

31. Teng, F. (2021). Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: A latent growth curve modelling approach. Language Awareness. https://doi.org/10.1080/09658416.2021.1972116

32. Reynolds, B. L., & Teng, F. (2021). Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors. Studies in Second Language Learning and Teaching, 11(3), 423-444. 

33. Teng, F., & Zhang, D. (2021). Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition. Language Teaching Research. https://doi.org/10.1177/13621688211008798

34. Reynolds, B. L., & Teng, F. (2021). Editorial: Introduction to the special issue on teaching English reading and writing to young learners. Studies in Second Language Learning and Teaching, 11(3), 325-330. 

35. Teng, F., Qin, C., & Wang, C. (2021). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and Learning. DOI: 10.1007/s11409-021-09278-4c

36. Teng, F., Wang, C., & Zhang, L. J. (2021). Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance. Assessing Writing. https://doi.org/10.1016/j.asw.2021.100573 

37. Teng, F., & Huang, J. (2021). The effects of incorporating metacognitive strategies instruction into collaborative writing on writing complexity, accuracy, and fluency. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2021.1982675

38. Teng, F. (2021). Effects of individual and group metacognitive prompts on tertiary-level students’ metacognitive awareness and writing outcomes. The Asia-Pacific Education Researcher. doi.org/10.1007/s40299-021-00611-8 

39. Teng, F., & Zhang, L. J. (2021). Development of children’s metacognitive  knowledge, and reading and writing proficiency in English as a foreign language: Longitudinal data using multilevel models. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12413 

40. Teng, F. (2021). The effectiveness of incorporating metacognitive prompts in  collaborative writing on academic English writing skills. Applied Cognitive Psychology, 35(3),659-673. DOI: 10.1002/acp.3789 

41. Teng, F. (2021). Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes. Porta Linguarum, 31, 61-76. DOI: https://doi.org/10.30827/portalin.v0i35.16861 

42. Ma, M., & Wang, C., & Teng, F. (2021). Using learning-oriented online assessment to foster L2 students’ feedback literacy in L2 writing during COVID-19 pandemic: A case of misalignment between micro- and macro- contexts. The Asia-pacific Education Researcher. https://doi.org/10.1007/s40299-021-00600-x

43. Teng, F., Wang, C., & Wu, G. (2021). Metacognitive strategies, language learning motivation, self-efficacy belief, and English achievement: A structural equation modelling approach. RELC Journal. https://doi.org/10.1177/00336882211040268

44. Wu, G., Teng, F., & Miller, L. (2021). Challenges in a mobile English telecollaborative project: towards a conceptual model. Australasian Journal of Educational Technology, 38(1), 1–19. https://doi.org/10.14742/ajet.6371

45. Teng, F., & Wu, G. (2021). Tea or tears: online teaching during the COVID-19 pandemic. Journal of Education for Teaching, 47(2), 290-292.

46. Teng, F. (2020). Vocabulary learning through videos: Captions, advance-organizer strategy, and their combination. Computer Assisted Language Learning.  Doi:10.1080/09588221.2020.1720253  
 
47. Teng, F. (2020). Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination. Language Teaching Research, 24(6), 785-812. https://journals.sagepub.com/doi/10.1177/1362168819829026 
 
48. Teng, F. (2020). The effectiveness of group, pair and individual output tasks on learning phrasal verbs. The Language Learning Journal, 48(2), 187-200. https://doi.org/10.1080/09571736.2017.1373841 

49. Reynolds, B. L., & Teng, F. (2020). Vocabulary Bridge-Building: A Book Review of Norbert Schmitt (2010), I. S. Paul Nation & Stuart Webb (2011), and Paul Meara & Imma Miralpeix (2016). Applied Linguistics, 41(4), 612-617. 

50. Teng, F. (2020). Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns. System, 97, 102426. https://doi.org/10.1016/j.system.2020.102426 

51. Kong, A., & Teng, F. (2020). The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers. Applied Linguistics Review. DOI: https://doi.org/10.1515/applirev-2020-0019 

52. Teng, F. (2020). Effects of cooperative–metacognitive instruction on EFL learners’ writing and metacognitive awareness. Asia Pacific Journal of Education. DOI: 10.1080/02188791.2020.1835606

53. Teng, F. (2020). Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component of self-regulated strategy development. Studies in Educational Evaluation. Doi: 10.1016/j.stueduc.2020.100870 

54. Teng, F. (2020). Tertiary-level students' English writing performance and metacognitive awareness: A group metacognitive support perspective. Scandinavian Journal of Educational Research, 64(4), 551-568. 

55. Teng, F. (2020). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54, 29-39.

56. Teng, F. (2019). The effects of video caption types and advance organizers on incidental L2 collocation learning. Computers & Education, 42, 103655 Doi: 10.1016/j.compedu.2019.103655 
 
57. Teng, F. (2019). Maximizing the potential of captions for primary school ESL students’ comprehension of English-language videos. Computer Assisted Language Learning, 32(7), 665-691. 
Doi: 10.1080/09588221.2018.1532912. 
 
58. Teng, F. (2019).  Incidental vocabulary learning for primary school students: The effects of L2 caption type and word exposure frequency. The Australian Educational Researcher, 46, 113-136. 
https://link.springer.com/article/10.1007%2Fs13384-018-0279-6 

59. Teng, F. (2019). The effects of context and word exposure frequency on incidental vocabulary acquisition and retention through reading. The Language Learning Journal, 47(2), 145-158.  

60. Teng, F. (2019). The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2019.1615493

61. Teng, F., & Huang, J. (2019). Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing proficiency. TESOL Quarterly, 53, 232-247. https://doi.org/10.1002/tesq.462 

62. Kao, C. W., & Reynolds, B., & Teng, F. (2019). What we need to know about student writers’ grammar learning and correction. Applied Linguistics Review. DOI: https://doi.org/10.1515/applirev-2019-0016 

63. Teng, F. (2019). A comparison of text structure and self-regulated strategy instruction for elementary school students’ writing. English Teaching: Practice and Critique, 18(3), 281-297. DOI: https://doi.org/10.1108/ETPC-07-2018-0070 

64. Bui, G., & Teng, F. (2019). Exploring complexity in L2 and L3 motivational systems: A dynamic systems theory perspective.  The Language Learning Journal.

65. Teng, F., & Yip, W. (2019). Exploring identities of novice Mainland Chinese teachers in Hong Kong: Insights from teaching creative writing at primary schools across borders. Applied Linguistics Review

66. Teng, F. (2018). The effect of focus on form and focus on forms instruction on the acquisition of phrasal verbs by Chinese students. Asian EFL Journal, 20 (2), 136-164. 

67. Teng, F. (2018). A learner-based approach of applying online reading to improve learner autonomy and lexical knowledge. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 31 (1), 104-134. 
 
68. Teng, F. (2018). Incidental vocabulary acquisition from reading-only and reading-while-listening: A multi-dimensional approach. Innovation in Language Learning and Teaching, 12(3), 274-288. 

69. Teng, F., & Bui, G. (2018). Thai university students studying in China: Identity, imagined communities, and communities of practice. Applied Linguistics Review. 

70. Bui, G., & Teng, F. (2018). Exploring learners’ self-reported behavioral patterns in two task-readiness conditions: A qualitative study. Chinese Journal of Applied Linguistics, 42(2), 129-149. 

71. Man, L., Bui, G., & Teng, F. (2018). From second language to third language learning: Exploring a dual-motivation system among multilinguals. Australian Review of Applied Linguistics, 41, 63-91. 

72. Chen, X., & Teng, F. (2017). Assessing the Effects of Word Exposure Frequency on Incidental Vocabulary Acquisition from Reading and Listening. Chinese Journal of Applied Linguistics, 40, 56-73. 

73. Teng, F. (2016). An in-depth investigation into the relationship between vocabulary knowledge and academic listening comprehension. TESL-EJ, 20 (2), 1-17. 

74. Teng, F. (2016). Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition. Thinking Skills & Creativity, 22, 289-302. 

Links
https://marktengfeng.weebly.com/