| Autonomy, agency, and identity in teaching and learning English as a foreign language MF Teng Springer, 2019 | 162 | 2019 |
| 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 | 132 | 2017 |
| The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance MF Teng Innovation in Language Learning and Teaching., 2019 | 106 | 2019 |
| 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 | 98 | 2020 |
| 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 | 89 | 2016 |
| Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing proficiency MF Teng, J Huang TESOL Quarterly, 2018 | 83 | 2018 |
| 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 | 79 | 2018 |
| Vocabulary learning through videos: captions, advance-organizer strategy, and their combination F Teng Computer Assisted Language Learning 35 (3), 518-550, 2022 | 71 | 2022 |
| 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 | 71 | 2020 |
| 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 | 69 | 2019 |
| Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge F Teng PASAA 49 (1), 39-66, 2015 | 67 | 2015 |
| Learner identity and learners’ investment in EFL learning: A multiple case study MF Teng Iranian Journal of Language Teaching Research, 2019 | 64 | 2019 |
| Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination M Teng, Feng Language Teaching Research, 2019 | 63 | 2019 |
| Tea or tears: online teaching during the COVID-19 pandemic MF Teng, JG Wu Journal of education for teaching 47 (2), 290-292, 2021 | 56 | 2021 |
| 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 | 53 | 2019 |
| The effects of video caption types and advance organizers on incidental L2 collocation learning. MF Teng Computers & Education, 2019 | 51 | 2019 |
| Assessing the Depth and Breadth of Vocabulary Knowledge with Listening Comprehension F Teng PASAA 48 (2), 29-56, 2014 | 50 | 2014 |
| An In-depth Investigation into the Relationship between Vocabulary Knowledge and Academic Listening Comprehension F Teng TESL-EJ 20 (2), 2016 | 48 | 2016 |
| 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 | 47 | 2022 |
| Maximizing the potential of captions for primary school ESL students’ comprehension of English-language videos F Teng Computer Assisted Language Learning, 1-27, 2019 | 44 | 2019 |
Barry Lee ReynoldsUniversity of Macau確認したメール アドレス: um.edu.mo
