フォロー
Mark Feng Teng
Mark Feng Teng
Tenured Associate Professor, Macao Polytechnic University
確認したメール アドレス: mpu.edu.mo - ホームページ
タイトル
引用先
引用先
Autonomy, agency, and identity in teaching and learning English as a foreign language
MF Teng
Springer, 2019
1842019
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
1602017
The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance
MF Teng
Innovation in Language Learning and Teaching., 2019
1202019
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
1132020
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
Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing proficiency
MF Teng, J Huang
TESOL Quarterly, 2018
982018
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
Vocabulary learning through videos: captions, advance-organizer strategy, and their combination
F Teng
Computer Assisted Language Learning 35 (3), 518-550, 2022
842022
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
802020
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
772019
Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination
M Teng, Feng
Language Teaching Research, 2019
712019
Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge
F Teng
PASAA 49 (1), 39-66, 2015
692015
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
672022
Learner identity and learners’ investment in EFL learning: A multiple case study
MF Teng
Iranian Journal of Language Teaching Research, 2019
672019
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
662019
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
652021
Tea or tears: online teaching during the COVID-19 pandemic
MF Teng, JG Wu
Journal of education for teaching 47 (2), 290-292, 2021
632021
Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors
MF Teng
System 105, 102736, 2022
582022
The effects of video caption types and advance organizers on incidental L2 collocation learning.
MF Teng
Computers & Education, 2019
572019
Assessing the Depth and Breadth of Vocabulary Knowledge with Listening Comprehension
F Teng
PASAA 48 (2), 29-56, 2014
532014
現在システムで処理を実行できません。しばらくしてからもう一度お試しください。
論文 1–20