Mark Feng Teng- Doctor of Philosophy
- Professor (Associate) at Macao Polytechnic University
Mark Feng Teng
- Doctor of Philosophy
- Professor (Associate) at Macao Polytechnic University
About
174
Publications
145,936
Reads
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3,417
Citations
Introduction
Mark Feng Teng, PhD, is Associate Professor at Macao Polytechnic University. His research interests mainly focus on computer-assisted L2 vocabulary learning and writing. He has published extensively in these areas, including monographs and edited books, international journal papers, and book chapters. He is running two free and open access journals: Digital Applied Linguistics (DAL) and International Journal of TESOL Studies (IJTS). He can be contacted through markteng@mpu.edu.mo
Current institution
Macao Polytechnic University
Current position
- Professor (Associate)
Publications
Publications (174)
This article examines the influence of different reading conditions (i.e. reading only and reading with first language marginal glosses), number of word encounters (one, three, and seven) while reading, and combinations of these two variables on new word retention. This study considered a total of six possible combinations. Six groups of Chinese le...
This study examined the effects of captioned videos and an advance-organizer strategy in incidental learning of collocations. Videos were enhanced by (1) inserting various types of captions (i.e., full captioning, keyword captioning, and no captioning); (2) administering or not administering an advance-organizer activity prior to video viewing; and...
This study intended to examine L2 young learners’ vocabulary learning (i.e. form, meaning, and use). The research design involved a 2 (advance-organizer strategy: present vs. absent) × 4 (caption type: glossed full captions, glossed keyword captions, full captions, keyword captions) between-subjects design. A total of 240 Chinese ESL primary school...
This study explores how primary school children develop their meta-cognitive knowledge and vocabulary knowledge and how both types of knowledge are dynamically correlated from 1st to 4th grade. The longitudinal sample included 426 first-grade students (M = 6.6 years, SD = .51; 50.2% boys, 49.7% girls) from five public primary schools in China. A se...
An increasing amount of language learning is occurring outside the traditional classroom settings, with digital gaming emerging as a prominent arena. This study presents a case analysis of an individual, Choi, who is a gaming enthusiast or even an "in-denial gaming addict" (in his own words) and demonstrates a paradoxical academic profile: academic...
Background
Vocabulary knowledge (VK) and morphological awareness (MA) are crucial linguistic variables for reading comprehension. However, the extent to which MA subskills are intertwined with different facets of VK in their contributions to reading comprehensions, and how MA influences the reading abilities of English as a foreign language (EFL) r...
Metacognition, the awareness and regulation of one's own learning process, is a cornerstone of effective language learning. This Element is a groundbreaking text that offers a comprehensive guide to incorporating metacognitive strategies into the teaching of reading, writing, vocabulary, and listening. This Element stands as a bridge between theore...
This special issue welcomes submissions that advance the mission to disseminate scholarly studies related to communicative tasks for language learning. This special issue provides implications for language teachers to develop a pedagogy suited to their needs in adopting communicative tasks for foreign language teaching and learning. Overall, this s...
The present study explored EFL students' perceptions and experiences in utilising ChatGPT to seek feedback for writing. The present study also examined how levels of metacognitive awareness (MA) influenced these perceptions and experiences. Utilising a mixed-method research design, the study collected data from a total of 40 EFL undergraduates over...
The present study examined incidental vocabulary learning (IVL) while considering word-related factors (i.e., word occurrence frequency and word relevance) and learner-related factors (i.e., English proficiency and prior vocabulary knowledge) in different input modes: reading, listening, and viewing captioned videos. Participants were 123 second-ye...
Increasing attention has been paid to incidental vocabulary learning from captioned viewing. However, there is a lack of awareness about the impact of different captioned video genres and learner-related factors such as proficiency, working memory, and aptitude. The present study aims to evaluate how incidental vocabulary learning occurs in three g...
The advent of digital technologies has revolutionized the education landscape, ushering in a new era of online learning. This transformative shift has opened unprecedented opportunities for learners in a foreign language context, redefining the boundaries of traditional classroom settings. Emotional adjustment, social support, self-efficacy belief,...
The present study examined self-efficacy, working memory, and English proficiency in a multimedia writing environment. The research design included a survey to assess self-efficacy and a writing assessment within a multimedia environment, while controlling for working memory capacity and levels of English proficiency. Data collection methods compri...
The present study aims to validate a new scale, i.e., self-efficacy beliefs in peer feedback (SEBPF),using an advanced method of bifactor ESEM. Informed by sociocognitive theory and self-regulated learning, the SEBPF was designed to measure five distinct factors: self-incentives forpeer feedback, perceived use of peer feedback, confidence in peer f...
The use of caption-enhanced audiovisual content is an effective tool for language acquisition in second and foreign language contexts. The inclusion of captions plays a crucial role in language learning by providing students with a visual reference that complements auditory input, leading to improved language comprehension. This effect is particula...
This study explores how certain input modes (i.e., listening, reading, reading while listening, andviewing captioned videos) affect incidental vocabulary learning in a foreign language context. Italso examines the roles of learners’ prior vocabulary knowledge and working memory in incidentalvocabulary learning using the examined input modes. A tota...
Vocabulary acquisition is a crucial element in achieving second language proficiency. This study focuses on learners as active participants in vocabulary learning, exploring the relationships among growth mindset, self-regulated vocabulary learning, and vocabulary knowledge. We collected data from a sample of 259 Chinese university students. These...
The present study aims to validate a new scale, i.e., self-efficacy beliefs in peer feedback (SEBPF), using an advanced method of bifactor ESEM. Informed by sociocognitive theory and self- regulated learning, the SEBPF was designed to measure five distinct factors: self-incentives for peer feedback, perceived use of peer feedback, confidence in pee...
This research examines how growth mindset, including Commitment Belief, Positive Self-talk, and Age-sensitivity Beliefs, influence vocabulary acquisition, focusing on form, meaning, and use. Data were collected from 321 Chinese university students studying English as a Foreign Language (EFL). These students reported their growth mindset beliefs rel...
Research into self-regulating capacity in vocabulary learning is recognized as a significant topic within the second language domain. The self-regulating capacity in vocabulary learning scale (SRCvoc; Tseng et al. 2006) is arguably the most widely used tool for assessing this construct. The common factor model, which is applied through confirmatory...
This study examined the effects of involvement load-based tasks on vocabulary learning in a foreign language, as well as the extent to which task effects are predicted by learners’ metacognition (i.e. metacognitive knowledge and regulation). A total of 120 Chinese university students of English as a foreign language (EFL) were randomly assigned to...
The present study, given increasing attention to incidental vocabulary learning, explores how different input modes (i.e., listening, reading, and viewing captioned videos) affect such learning while considering frequency and prior vocabulary knowledge. One hundred twenty Chinese university students learning English as a foreign language were alloc...
This study investigates the impact of metacognitive knowledge on vocabulary learning among English as a Foreign Language (EFL) learner, involving 776 university students in China. Its primary goal is to develop and validate a scale for assessing metacognitive knowledge in vocabulary learning. The scale is structured around three sub-dimensions: per...
This paper presents two empirical studies. Study 1 validated a survey on L2 self-regulated strategies in writing in a multimedia environment. Study 2 examined the relationship of Chinese students' working memory to their L2 English proficiency and self-regulated learning (SRL) strategies in multimedia writing. A total of 400 Chinese university stud...
This chapter provides a comprehensive analysis of Becky’s professional identity as an ELT teacher, starting with her family background, prior education, professional experiences with teaching and research, and life. The chapter examines Becky’s identity construction relative to practice, discourse, and activity. The analysis sheds light on the role...
This chapter provides an overview of English language teaching and research in China, with a particular focus on higher education. It commences by examining recent reforms in Chinese higher education, with emphasis placed on the shift from teaching to research and the replacement of the stable job system with a tenure track reform. Within this cont...
This chapter concludes with a tripartite framework for understanding teacher identity, which encompasses identity-in-practice, discourse, and activity. The framework is used to examine how teachers in China engaged in identity construction under higher education reform. The cases demonstrated how teacher identities were shaped and transformed throu...
This chapter presents an analysis of Kevin’s professional identity as an applied linguistics teacher and researcher in a research-oriented university. Kevin initially felt external pressure due to the “unfair” tenure track system. However, the recognition and support from the academic community helped Kevin develop a strong identity as a researcher...
This chapter discusses the significance of understanding teacher identities through integrating the perspectives of practice and discourse while examining the interrelated tensions caused by unequal power relations in a wider social context. Activity theory is adopted to explore teacher identity construction in the context of higher education refor...
This chapter presents an analysis of Sam’s professional identity as an applied linguistics teacher and researcher in Mainland China, based on his background, family, prior education, teaching, and research experience. The analysis explores Sam’s construction of multiple identities, such as temporary worker, publishing machine, mentor, warrior, supe...
This chapter examines Sabrina’s professional identity as an English teacher in a rapidly changing higher education landscape. Sabrina’s identity was shaped by her experiences in teaching and research, institutional constraints, and social relations. She faced challenges in negotiating her identity as a teacher and researcher, and ultimately perceiv...
English teachers in higher education face a range of challenges and rewards related to institutional and sociocultural contexts. They juggle multiple identities, including teacher, researcher, scholar, and lecturer. Teacher identity is related to teaching commitment, while researcher identity pertains to research commitment. This chapter reviews th...
This chapter explores the importance of understanding teacher identity construction from the perspectives of discourse. The previous chapter on practice highlights the challenges and rewards of higher education’s sociocultural and institutional contexts and the importance of using the community of practice (CoP) concept to understand the dynamic po...
Background
Vocabulary learning in a second language (L2) encompasses crucial aspects, including single words and collocations. Research indicates that L2 learners can incidentally learn single words from captioned videos, but less is known about the incidental learning outcomes of collocations, let alone the differences in learning gains for single...
In recent years, the field of multilingual education has begun to focus onthe differences, dynamics, and complexities of multilingual learningamong different groups. Relevant research has contributed to a deeperunderstanding of the mechanism underlying language learning anddevelopment in the applied linguistics community. Resonating with thetrends,...
Ethnolinguistic minority students may have lower levels of metacognitive knowledge and English vocabulary knowledge than non-minority students. Nevertheless, few longitudinal studies have examined their growth trajectories of metacognitive knowledge and English vocabulary knowledge over time. Drawing upon a latent growth curve model, the present st...
Incidental vocabulary learning is an aspect of second language (L2) acquisition that has received growing attention in the field of applied linguistics. Attending to vocabulary is useful for developing skills in language learning. To better comprehend text and construct knowledge, learners need a rich vocabulary that expands through language learni...
Reading is an important source of input for incidental vocabulary learning, and vocabulary learning strategies may affect incidental vocabulary learning outcomes from reading. This paper investigates incidental vocabulary learning through word-focused exercises among students learning English as a foreign language (EFL). The extent to which vocabul...
In response to the recent surge of interest in incidental vocabulary learning, this article synthesizes ideas about such learning in practice. I specifically derive seven critical issues from studies on the topic. I also examine vocabulary learning through incidental means based on various input sources while considering frequency, context, motivat...
The editors proposed the theme of this special issue, incidental vocabulary learning in practice, to address the long overdue bridging of research and practice within this active area. In recent years, vocabulary learning has received an increasing amount of attention (e.g., Webb, 2020), and the editors took this increased interest as a starting po...
The present study focused on the assessment of how task complexity and learner variables (En-glish proficiency level, self-regulated writing strategies, and writing self-efficacy belief) influence English academic writing for students in a foreign language context. The participants were 270 students from a medium-sized university in China. All part...
An international experience usually influences language learners’ identity through social participation. This qualitative study examines a group of British students’ identity change in China. We conducted individual interviews and group discussions with eight participants. The analysis revealed that despite an outset perception of “otherness,” some...
This study was to assess the spoken vocabulary knowledge and its role in incidental vocabulary learning from captioned television. The participants were a total of 87 minority students learning English as a foreign language in Australia. The breadth of their vocabulary knowledge was measured with a vocabulary size test, while the depth of their voc...
Despite the large quantity of research projects about online learning, studies on students' language learning motivation, self-efficacy belief, and metacognitive strategy use in the online learning setting are limited. The present paper aims to fill this gap through assessing learners' meta-cognitive strategies, language learning motivation, self-e...
This book presents comprehensive, thorough, and updated analyses of key cognitive factors relating to individual differences in the acquisition, processing, assessment, and pedagogy of second or foreign languages (e.g., age, intelligence, language aptitude, working memory, metacognition, learning strategies, and anxiety). Critical reviews and in-de...
Working memory (WM) refers to our cognitive capacity to temporarily and simultaneously store and process a limited amount of information in our mind to complete ongoing mental tasks. Extending previous studies applying cognitive WM models and perspectives, in this chapter we argue that an alternative approach, namely, affective WM, may be able to s...
Metacognition is a type of individual difference. In the field of educational psychology, metacognition has been explored for decades with the consensus that it plays a role in learners' academic achievement. Increasing attention has also been paid to metacognition in the field of second language learning. Through an overview of educational psychol...
Working memory (WM) may be an essential component of incidental vocabulary learning and retention from captioned videos. However, how WM affects young learners’ incidental vocabulary learning under different types of captions remains unclear. The present study employs a between-subject research design. The main purpose is to examine how two types o...
This article examines the effects of task conditions (i.e., with and without a sentence-writing task), multimedia input (definition only, definition + information, definition + information + videos), and combinations of these two variables on the learning gains of new words. This study involved a 2 × 3 research design. In total, 235 Chinese EFL lea...
This chapter introduces the historical development of L2 learning strategies. I first reviewed the assessment of language learning strategies by summarizing survey instruments developed by SLA researchers and educational practitioners over the years. Next, I reviewed research findings that shed light on individual differences in strategy use and th...
The notion of self-regulation derived from educational psychology in the 1970s. The application of self-regulation to second language learning contexts has gained an interdisciplinary status in the past 20 years. This perspective prompted us to rethink how students can make progress in language learning. Self-regulation is important in second langu...
Background
Despite the potential of captioned videos, limited attention has been paid to the role of vocabulary knowledge (VK) and working memory (WM) in incidental vocabulary learning under different captioning conditions.
Objectives
The present study aimed to bridge this gap by assessing VK and WM in incidental vocabulary learning under differen...
Within instructed second language research, there is growing interest in research focusing on primary school vocabulary learning. Research has emphasized class- room-based learning of vocabulary knowledge, with growing focus on the potential for using captioned videos and increased word encounters. The present study inves- tigated the effects of va...
Curriculum reform in China has aimed to teach students to self-regulate their learning (Ministry of Education, 2012). Teachers andresearchers have acknowledged that being able to regulate one’s learning process is essential for achieving personal learning objectives (e.g.,Ben-Eliyahu & Bernacki, 2015) and that self-regulated writing strategies are...
The present study adopted the structural equation modeling approach to examine Chinese university students’ metacognition, critical thinking skills, and academic writing. In par- ticular, this research explored whether awareness in metacognition can foster critical think- ing and, thus, lead to enhancement in academic writing. The measure for explo...
Previous studies have explored the roles of metacognitive instruction and collaborative writing, separately, in English writing. Little attention has been paid to students’ writing complexity, accuracy, and fluency (CAF). The present study aims to bridge this gap through investigating inte- grated writing performances based on the linguistic featur...
The present study adopted the structural equation modeling approach to examine Chinese university students’ metacognition, critical thinking skills, and academic writing. In particular, this research explored whether awareness in metacognition can foster critical thinking and, thus, lead to enhancement in academic writing. The measure for exploring...
The Purpose
Despite a large number of studies in online learning, limited studies have focused on language learners’ metacognition, motivation, and self-efficacy beliefs in the online learning setting. This study attempts to fill this gap by evaluating how the three factors impact learners’ English learning achievement in online learning environmen...
This mixed-methods study explored the development of morphological awareness in learning Chinese as a third language, focusing on how the activation of a learner’s multilingual repertoire can influence morphological awareness. The study was conducted for a period of eight weeks with 62 Japanese students in a Chinese learning program at a university...
Multimedia input can enhance vocabulary learning in the context of learning English as a foreign language (EFL). Drawing upon a mixed method, this study explores the potential of multimedia input in vocabulary learning. EFL vocabulary learning was assessed under four input conditions (definition + word information + video, definition + word informa...
This special issue sets out to review and provide new insights into the bilingual and multilingual education policy in the Greater Bay Area of China (GBA, including Hong Kong, Macau, and Guangdong) in the light of the emerging translanguaging theory (Li Wei, 2018 & 2021; Li & Shen, 2021; Li & Kelly-Holmes, 2022). Specifically, it will apply the tra...
This special issue (Asian Pacific Journal of Foreign and Second Language Education, 2022) sets out to revisit major bilingual and multilingual education policy and planning issues in key cities across the dynamic Greater Bay Area (GBA) of China (including Guangdong, Hong Kong, and Macau), as informed by the emerging insights from translanguaging th...
The measurement of vocabulary size is crucial in applied linguistics research. Although increasing attention has been given to the study of Chinese vocabulary assessment, few reliable and valid tools are available to evaluate Chinese learners’ receptive vocabulary size, particularly for teenagers and adults. We aim to fill this gap by developing Le...
The first purpose of this empirical study was to assess and validate the Academic Writing Self‐Efficacy Belief Questionnaire (AWSEBQ) framed by social cognitive theory. The second purpose was to evaluate the predictive effects of different aspects of self‐efficacy beliefs on academic writing performance. Data were collected from 743 learners at a C...
Although emotional or affective working memory (WM) is quite well established in general psychology, not much research has looked into its potential implications for the language sciences and bilingualism and second language acquisition (SLA) research until recently. To fill this gap, this paper aims to propose that WM has not just cognitive implic...
This study investigates the effects of three word-focused exercise conditions on vocabulary learning. The exercises were developed based on the involvement load hypothesis. This study also explores how individual differences (e.g. second-language English proficiency level and working memory) affect vocabulary learning outcomes. A total of 180 Chine...
Metacognitive knowledge is essential to vocabulary knowledge development and possibly morphological awareness, but related research comparing nonminority Han and minority Yao students is scant. We conducted a longitudinal study in China to fill this gap. Specifically, we compared 112 Yao students’ and 101 Han students’ growth trajectories in metaco...
This empirical study serves two purposes. The first purpose is to validate a newly developed instrument, the Metacognitive Academic Writing Strategies Questionnaire (MAWSQ), which represents the multifaceted structure of metacognition in an English as a Foreign Language (EFL) academic writing setting. The second purpose is to delineate the predicti...
Limited attention has been given to the emotions of university English teachers in their identity constructions in the context of curriculum reform in China. Drawing upon the identity control theory (ICT), this qualitative study examines how six teachers negotiate their emotions during curriculum reform in China. Data were collected through in-dept...
Objective: The aim of the study was to understand Chinese university students’ psychological development during the COVID-19 outbreak.
Method: Four online surveys, i.e., emotional adjustment, perceived social support, self-efficacy belief, and anxiety in English learning, were administered to 585 university students in China. The data were analyzed...
Studies using captioned videos have shown benefits for incidental vocabulary learning. However, little research has considered learner-related factors in this type of learning by viewing captioned videos. The present study aims to fill this gap by examining the impact of watching a documentary TV program on incidental vocabulary learning and assess...
This paper, drawing upon a mobile telecollaborative project, resonates with the rapid
development of technology in language learning. We employed the instant messaging app
WeChat to create an English telecollaborative environment for two groups of Chinese
students to communicate within. Interview data were triangulated with students’ chat
trans...
This paper reports findings from two empirical studies on students' reported use of self-regulatory writing strategies and the relationships with their writing performance in a secondary school English as a foreign language (EFL) context. Study One adopted a factorial design using exploratory and confirmatory factor analysis to validate the inferen...
The idea for the 2021 TESOL Journal Special Issue on Incidental and Informal Vocabulary Learning was the result of our discussions on how to make our research findings accessible to English teachers. Our experiences as teacher educators have underscored the need to provide English teachers with advice on how to make English language study more mean...
The efficient use of working memory (WM) increases the potential of a learner’s cognitive abilities in learning through multimedia. The present study aims to explore the role of working memory in vocabulary learning through multimedia input. In particular, we explore the possible associations between two components of WM – executive WM and phonolog...
Questions
Questions (3)
Three tasks were all completed by the participants, and the three tasks were completed in three ways (individual, pair, and group work). I want to know: 1. which task yields the best results in learning when completed in individual, pair or group work?2, Will there be a significant difference in comparing individual, pair and group work in each task? In this regard, what kind of analysis should be used? Repeated-measures ANOVA or mixed-effects model, or per-post-test response multiple regression analysis? Any reference? Thanks
