簡介 Short Bio

Mark Teng received education in Japan, Mainland China, Australia, and Hong Kong. Mark Teng is a multilingual and multicultural speaker of English, Japanese, Mandarin, and Cantonese. 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.

Mark Teng performs well in teaching and research. Students were of different ages and nationality backgrounds: Malaysia, Greek, Thailand, Japan, Mainland China, Vietnam, Hong Kong, Macau, etc. He was the recipient of the 2017 Best Paper Award from the Hong Kong Association for Applied Linguistics (HAAL) and 2023 Best Paper Award for research in social science from Education Bureau of China. He also secured key external grants at the national and institutional level. 

研究項目Research Grants/Projects

• 2022-2025 Cross-sectional and longitudinal development of working memory and vocabulary acquisition. National Social Science Grant. Principal investigator.
• 2020-2022 Development and validity of metacognitive self-regulated writing strategies. Project supported by the Education Department of Hainan Province, project number: Hnky2020ZD-9, Co-investigator.

榮譽及認可 Awards, Honors & Recognition

• World’s Top 2% Scientists from 2019-2022 by Stanford University based on updated science-wide author databases of standardized citation indicators (https://data.mendeley.com/datasets/btchxktzyw/1)
• 2023 Best paper award for social science research, education bureau of 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

著作 Authored/edited Monographs/Books

1. Teng, M. F. (2025). Metacognition in language teaching. Cambridge University Press.
2. Teng, M. F. (2024). Identity crisis of early career academics in applied linguistics: Against the publish or perish paradox in China. Singapore: Springer.
3. Teng, M. F., Kukulska-Hulme, A., & Wu, G. (2024). Theories and practices in vocabulary research in digital environments. New York: Routledge.
4. Teng, M. F., & Reynolds, B. L. (eds.) (2024). Researching incidental vocabulary learning in a second language. New York: Routledge (series: “Second Language Acquisition Research Series, Series editors: Susan M. Glass, Alison Mackey).
5. Wen, Z., Adriana B., Mailce B. M., & Teng, F. (2023). Cognitive individual differences in second language acquisition: Theory, assessment & pedagogy. Berlin: Mouton de Gruyter (Series: ‘Trends in Applied Linguistics’; Series Editors: Ulrike Jessner).
6. Teng, F. (2021). Language learning through captioned videos: Incidental EFL vocabulary acquisition. New York: Routledge.
   https://www.taylorfrancis.com/books/language-learning-captioned-videos-mark-feng-teng/10.4324/9780429264740
7. Reynolds, B. L., & Teng, F. (2021). (eds.). Innovative approaches in Teaching writing to Chinese speakers. Berlin: De Gruyter Mouton.
   https://www.degruyter.com/view/title/557612
8. Teng, F., & Wang, L. (2020). Identity, motivation, and multilingual education in Asian contexts. London: Bloomsbury.
   https://www.bloomsbury.com/au/identity-motivation-and-multilingual-education-in-asian-contexts-9781350099654/
9. Reynolds, B. L., & Teng, F. (2019). (eds.) English literacy instruction for Chinese speakers. Singapore: Palgrave Macmillan.
   https://www.palgrave.com/us/book/9789811366529
10. Teng, F. (2019). Autonomy, agency, and identity in teaching and learning English as a foreign language. Singapore: Springer.
    https://www.springer.com/us/book/9789811307270

國際期刊客座主編專刊 Editorships of Special Issue for Journals

1. Teng, M. F. (2025). Individual differences and reading. Reading in a Foreign Language.
2. Li, D., Teng, M. F., & Wen, Z. (2025). Communicative and task-based language teaching at 40: In honor of William Littlewood. The Language Learning Journal.
3.  
4. Teng, F. & Reynolds, B. (2023 (Special issue). Incidental vocabulary learning in practice. Asian Journal of English Language Teaching.
5. Teng, F., & Fang, F. (2023). Language learning for language minority learners. Australian Review of Applied Linguistics
6. Teng, F., & Fang, F. (2022). Language Education for ethnolinguistic minority students in China. Chinese Journal of Applied Linguistics
7. Reynolds, B. L., & Teng, F. (2021 Special issue). Informal and incidental vocabulary learning. TESOL Journal.
   https://onlinelibrary.wiley.com/doi/10.1002/tesj.642?af=R
8. Reynolds, B. L., & Teng, F. (2021Special issue). Teaching English reading and writing to young learners. Studies in Second Language Learning and Teaching. https://pressto.amu.edu.pl/index.php/ssllt/issue/view/1938
9. Teng, F. (2019). (Special issue). Promoting metacognitive strategy-focused instruction for EFL/L2 writing: Orientation, practice, and performance. Journal of Writing Research, 11(2). http://www.jowr.org/current.html

國際SCOPUS/SSCI期刊發表 Selected International Journal articles indexed in SCOPUS or SSCI

1. Teng, M. F. (2025). Cross-lagged panel analysis of reciprocal effects of metacognitive knowledge and breadth of vocabulary knowledge in a foreign language context. Studies in Second Language Learning and Teaching.
2. Teng, M. F., & Cui, Y. (2025). Incidental vocabulary learning from captioned viewing: A forest plot of word- and learner-related factors. Language Teaching Research.
3. Wu, J. G., Yang, Z., Lee, S. M., & Teng, F. (2026). Multimodal composition as a catalyst for technology self-efficacy. International Journal of Applied Linguistics.
4. Zou, M., Soyoof, A., Teng, M. F., & Chen, H. (2025). A Skill-specific Perspective on AI-mediated Informal Digital Learning of English (AI-IDLE): Examining the Contributing Role of L2 Writing Motivation and Enjoyment. Language Teaching Research.
5. Xing, W., & Teng, M. F. (2025). Assessing video-mediated communicative tasks for vocabulary learning. The Language Learning Journal.
6. Teng, M. F. (2025). Examining longitudinal development of writing motivation in the GenAI context: A self-determination theory perspective. Learning and Motivation, 91, https://doi.org/10.1016/j.lmot.2025.102157
7. Teng, M. F., & Teng, S. L. (2025). Metacognition, self-regulation, and self-efficacy in second and foreign language learning. International Journal of TESOL Studies, 7 (1), 196-203. https://doi.org/10.58304/ijts.250625
8. Teng, M. F. (2025). Validation of vocabulary learning strategies in watching audiovisual materials. JALT CALL Journal. https://doi.org/10.29140/jaltcall.v21n2.102936
9. Teng, M. F. (2025). A method tutorial in using linear mixed-effects modeling in R to understand incidental vocabulary learning from captioned viewing. International Journal of TESOL Studies, 250620 https://doi.org/10.58304/ijts.250620
10. Xie, X., Teng, M. F., Zhang, L. J., & Alamer, A. (2025). Exploring AI literacy and AI-induced emotions among Chinese university English language teachers: The Partial Least Square Structural Equation modeling (PLS-SEM) approach. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12798
11. Zou, M., Teng, M. F., Soyoof, A., & He, X. (2025). Informal Digital Learning of English (IDLE) as Form-focused and Meaning-focused activities: Refining its measurement and examining its predictive role in L2 proficiency and confidence. International Journal of Applied Linguistics, 1-24. DOI: 10.1111/ijal.12781
12. Teng, M. F. (2025). Reading in a Foreign Language Special Issue: Conceptualizing individual differences in reading. Reading in a Foreign Language, 37(1), 1-17. https://hdl.handle.net/10125/67495
13. Teng, M. F. (2025). Longitudinal analysis of breadth of vocabulary knowledge in mediating metacognitive knowledge and reading in foreign language young learners. Reading in a Foreign Language, 37(1), 18-38. https://hdl.handle.net/10125/67496
14. Ueno, S., Ikeda, M., Tekeuchi, O., & Teng, M. F. (2025). Impact of reading strategy instruction on improvement of strategy use and reading comprehension: A meta-analysis. Reading in a Foreign Language, 37(1), 225-247. https://hdl.handle.net/10125/67505
15. Teng, M. F. (2025). Assessing young learners’ vocabulary learning via communicative tasks. The Language Learning Journal. 10.1080/09571736.2025.2505891
16. Teng, M. F., & Cui, Y. (2025). Second language collocation learning through captioned videos: How do learners’ vocabulary knowledge and working memory affect learning?. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2025.2497495
17. Mizumoto, A., & Teng, M. F. (2025). Large language models fall short in classifying learners’ open-ended responses. Research Methods in Applied Linguistics. https://doi.org/10.1016/j.rmal.2025.100210
18. Teng, M. F. (2025). Incidental learning of multiword expressions from bilingual captioned videos for language minority students. The JALT CALL Journal, 21(1), 1201. DOI: https://doi.org/10.29140/jaltcall.v21n1.1201
19. Zhou, S., & Teng, M. F. (2025). Expanding understanding of reading anxiety: A new research agenda to Zhou’s (2017) “Foreign language reading anxiety in a Chinese as a Foreign Language Context”. Reading in a Foreign Language, 37(1): 1-10. https://hdl.handle.net/10125/67486
20. Wu, J. G., Lindsay, M, & Teng, M. F. (2025). Engagement and incidental L2 vocabulary acquisition in digital gaming: A qualitative perspective of an “in-denial gaming addict” from Hong Kong. International Journal of Applied Linguistics https://doi.org/10.1111/ijal.12712
21. Teng, M. F., & Cui, Y. (2025). The contribution of vocabulary knowledge and morphological awareness to reading comprehension in a foreign language. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.70000
22. Teng, M. F. (2025). Longitudinal development of cognition and vocabulary knowledge in young second language learners in a bilingual program. Journal of Child Language. DOI: 10.1017/S0305000925000042
23. Teng, M. F., & Cui, Y. (2025). The role of vocabulary knowledge, morphological awareness, and working memory in reading comprehension. Reading in a Foreign Language, 37(1), 1-21. https://hdl.handle.net/10125/67481
24. Liu, G. L., Zhao, X., & Teng, M. F. (2025). TikTok refugees, digital migration, and the expanding affordances of Xiaohongshu (RedNote) for informal language learning. International Journal of TESOL Studies, 250123, 1-15 https://doi.org/10.58304/ijts.250123
25. Zhan, Y., & Teng, M. F. (2025). Assessing English Writing Self-Efficacy Beliefs, Self-Regulation, and Performance Through Asynchronous Computer-Mediated Feedback and Face-to-Face Peer Feedback. Educational Assessment. org/10.1080/10627197.2025.2452442
26. Teng, M. F. & Huang, J. (2025). Incorporating ChatGPT for EFL writing and its Effects on writing engagement. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 15(1). DOI: 10.4018/IJCALLT.367874
27. Teng, M. F. (2025). Metacognition, self-efficacy belief, language learning motivation, and perceived progress in online English learning: A cross-lagged analysis. International Journal of TESOL Studies, 7 (1), 4-29. https://doi.org/10.58304/ijts.20250102
28. Teng, M. F. (2025). Metacognitive awareness and EFL learners’ perceptions and experiences in utilizing ChatGPT for writing feedback. European Journal of Education, 60, https://doi.org/10.1111/ejed.12811
29. Teng, M. F. (2024). “Can we play with tasks?”: A Response to Ellis (2024). International Journal of TESOL Studies, 6 (4), 43-54. https://doi.org/10.58304/ijts.20240405
30. Teng, M. F. (2024). Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions. Applied Linguistics Review. https://doi.org/10.1515/applirev-2024-0021
31. Teng, M. F. (2024). Incidental vocabulary learning from captioned video genres: Proficiency, working memory, and aptitude. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2024.2421517
32. Teng, M. F., & Ma, M. (2024). Assessing self-efficacy, working memory, and proficiency in a multimedia writing environment. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2024-0010
33. Shen, X., Ismail, L., Jeyaraj, J. J., & Teng, M. F. (2024). Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model. System, 126, 103485. https://doi.org/10.1016/j.system.2024.103485
34. Teng, M. F. (2024). Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory. Studies in Second Language Learning and Teaching. https://doi.org/10.14746/ssllt.36123
35. Teng, F. & Teng, L. S. (2024). Validating the multi-dimensional structure of self-efficacy beliefs in peer feedback for L2 writing: A bifactor-exploratory structural equation modeling approach. Research Methods in Applied Linguistics.
36. Teng, F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers & Education: Artificial Intelligence.
37. Teng, F. (2024). A Systematic Review of ChatGPT for English as a Foreign Language Writing: Opportunities, Challenges, and Recommendations. International Journal of TESOL Studies, 6 (3) 36-57. https://doi.org/10.58304/ijts.20240304
38. Teng, F. (2024). Working memory and prior vocabulary knowledge in incidental vocabulary learning from listening, reading, reading-while-listening, and viewing captioned video. https://doi.org/10.1016/j.system.2024.103381
39. Mizumoto, A., Shintani, N., Sasaki, M., & Teng, M. F. (2024). Testing the viability of ChatGPT as a companion in L2 writing accuracy assessment. Research Methods in Applied Linguistics, 3(2), 100116. https://doi.org/10.1016/j.rmal.2024.100116
40. Teng, F. (2024). Growth mindset in vocabulary learning from reading in a foreign language context. International Journal of Applied Positive Psychology. https://doi.org/10.1007/s41042-024-00161-6
41. Shen, X., & Teng, F. (2024). Three-wave cross-lagged model on the correlations between critical thinking skills, self-directed learning competency and AI-assisted writing. Thinking Skills & Creativity. https://doi.org/10.1016/j.tsc.2024.101524
42. Alamer, A., Teng, F., & Mizumoto, A. (2024). Revisiting the construct validity of self-regulating capacity in vocabulary learning scale: The Confirmatory Composite Analysis (CCA) Approach. Applied Linguistics. https://doi.org/10.1093/applin/amae023
43. Teng, F. & Qin, C. (2024). Assessing metacognitive writing strategies and the predictive effects on multimedia writing. Asia Pacific Journal of Education. http://dx.doi.org/10.1080/02188791.2024.2325132.
44. Teng, F., Mizumoto, A., & Takeuchi, O. (2024). Understanding growth mindset, self-regulated vocabulary learning, and vocabulary knowledge. System, 122, 103255. https://doi.org/10.1016/j.system.2024.103255
45. Teng, F. (2024). Understanding identity tension from the identity-in-discourse framework: Early-career academics in applied linguistics in China. Iranian Journal of Language Teaching Research, 12, 149-168.
46. Teng, F., & Ma, M. (2024). Assessing metacognition-based student feedback literacy for academic writing. Assessing Writing. https://doi.org/10.1016/j.asw.2024.100811
47. Teng, F. (2024). Understanding Anxiety, Self-Efficacy, and Motivation in Online English Learning. TESL-EJ, 27(4), https://tesl-ej.org/wordpress/issues/volume27/ej108/ej108int/
48. Teng, F. (2024). Incidental vocabulary learning from listening, reading, and viewing captioned videos: Frequency and prior vocabulary knowledge. Applied Linguistics Review.
49. 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 
50. 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
51. 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
52. 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
53. 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
54. Teng, F., & Fang, F. (2023). Language Learning for language minority students in a globalized world. Australian Review of Applied Linguistics, 46(2), 131-139.
55. Teng, F., & Fang, F. (2023). Introduction: multilingualism and multilingual education in China. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2023.2293161
56. Teng, F. (2023). Online Extensive Reading in EAP Courses: Expanding on Zhou and Day (2021). Reading in a Foreign Language, 35(2), 293–300
57. 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
58. 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, 46(2), 253-278. https://www.jbe-platform.com/content/journals/10.1075/aral.22033.ten
59. 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
60. 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
61. 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
62. Zou, D., & Teng, F. (2023). Effects of tasks and multimedia annotations on vocabulary learning. System. https://doi.org/10.1016/j.system.2023.103050
63.  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 
64. 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
    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
    
65. Teng F., & Fang, F. (2022). Translanguaging pedagogies in developing
66. morphological awareness: the case of Japanese students learning Chinese in China. Applied Linguistics Review. doi.org/10.1515/applirev-2022-0138
67. 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
68. 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
69. 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 
70. 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
71. 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
72. 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 
    
73. 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
74. 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
75. 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
76. 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
    
77. 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
78. 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 
    
79. 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.
80. 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
81. 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.
82. 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
83. 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 
84. 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 
85. 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
86. 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 
87. 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
88. 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 
89. 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
90. 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.
91. 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
92. Teng, F., & Wu, G. (2021). Tea or tears: online teaching during the COVID-19 pandemic. Journal of Education for Teaching, 47(2), 290-292.
93. Teng, F. (2020). Vocabulary learning through videos: Captions, advance-organizer strategy, and their combination. Computer Assisted Language Learning.  Doi:10.1080/09588221.2020.1720253 
94. 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
95. 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
96. 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.
    
97. 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
98. 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
99. 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
100. 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
101. 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.
102. Teng, F. (2020). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54, 29-39.
103. 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
104. 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.
105. 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 
106. 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. 
107. Teng, F. (2019). The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in Language Learning and Teaching.
     
108. 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 
109. 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 
110. 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 
111. Bui, G., & Teng, F. (2019). Exploring complexity in L2 and L3 motivational systems: A dynamic systems theory perspective.  The Language Learning Journal.
112. 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
113. 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.
114. 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.
115. 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.
116. Teng, F., & Bui, G. (2018). Thai university students studying in China: Identity, imagined communities, and communities of practice. Applied Linguistics Review.
117. 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.
118. 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.
119. 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.
120. Teng, F. (2016). An in-depth investigation into the relationship between vocabulary knowledge and academic listening comprehension. TESL-EJ, 20 (2), 1-17.
121. 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.

書籍篇章 Book chapters

1. Teng, M. F., & Mizumoto, A. (2025). Developing and validating a growth mindset scale in vocabulary learning. In A. Leis, Å. Haukås, N. Mantou Lou, & S. Nakamura (eds.), Mindsets in language education (pp. 17-35). Multilingual Matters.
2. Teng, M. F., & Wu, G. (2024). Introduction to theory and practice in vocabulary research in digital environments. In Teng, M. F., A. Kukulska-Hulme, & G. J. Wu. (eds)., Theory and practice in vocabulary research in digital environments (pp.1-12). Routledge.
3. Vanderplank, R., & Teng, M. F. (2024). Intentional vocabulary learning through captioned viewing: Comparing Vanderplank’s ‘cognitive-affective model’ with Gesa and Miralpeix. In Teng, M. F., A. Kukulska-Hulme, & G. J. Wu. (eds)., Theory and practice in vocabulary research in digital environments (pp.15-38). Routledge.
4. Teng, M. F., & Yip, J. (2024). A corpus-based study of learners’ language learning trajectories with captioned viewing: Implications for vocabulary learning practices. In Teng, M. F., A. Kukulska-Hulme, & G. J. Wu. (eds)., Theory and practice in vocabulary research in digital environments (pp.93-114). Routledge.
5. Teng, M. F. (2024). Captioned viewing for language learning: A cognitive and affective Model. In Bui, H. P., & Namaziandost, E. (eds.), Innovations in technologies for language teaching and learning (pp.1-16). Springer. DOI : 10.1007/978-3-031-63447-5
6. Teng, M. F. (2024). Introduction to Researching Incidental Vocabulary Learning in a Second Language. In F. Teng. & B. L. Reynolds (eds). Researching incidental vocabulary learning in a second language. New York: Routledge.
7. Teng, M. F. (2024). Concluding remarks on Researching Incidental Vocabulary Learning in a Second Language. In F. Teng. & B. L. Reynolds (eds). Researching incidental vocabulary learning in a second language. New York: Routledge.
8. Teng, M. F., & Uchihara, T. (2024. Factors affecting incidental vocabulary learning. In F. Teng. & B. L. Reynolds (eds). Researching incidental vocabulary learning in a second language. New York: Routledge.
9. Teng, M. F., & Wen, Z. (2024). Understanding PLEs through metacognition, self-regulation, and learner autonomy. In Y. Sun & X. Xu (Eds.). The development of personal learning environments in higher education: Promoting culturally responsive teaching and learner autonomy (pp. 156-173). Routledge.
10. Teng, M. F. (2023). Metacognition. In Z. Wen, B. Adriana, B., Mailce, & F. Teng (eds.,). Cognitive individual differences in second language acquisition: Theory, assessment & pedagogy (pp.175-199). Berlin: De Gruyter Mounton.
11. Teng, M. F. (2023). Self-regulation. In Z. Wen, B. Adriana, B., Mailce, & F. Teng (eds.,). Cognitive individual differences in second language acquisition: Theory, assessment & pedagogy (pp. 201-222). Berlin: De Gruyter Mounton.
12. Teng, M. F. (2023). Language learning strategies. In Z. Wen, B. Adriana, B., Mailce, & F. Teng (eds.,). Cognitive individual differences in second language acquisition: Theory, assessment & pedagogy (pp. 147-173). Berlin: De Gruyter Mounton.
13. Ma, J., & Teng, M. F. (2021). Metacognitive knowledge development of students with differing levels of writing proficiency in a process-oriented course: An action research study. In B. L. Reynolds & F. Teng. (eds.). Innovative approaches in Teaching writing to Chinese speakers (pp.92-117). Berlin: De Gruyter Mouton.
14. Bui, G., & Teng, M. F. (2019). Task planning and task readiness. In J. I. Liontas (ed.). The TESOL Encyclopedia of English language teaching (pp.1-7). Hoboken, N. J.: John Wiley& Sons.
15. Teng, M. F, & Reynolds, B. L. (2019). English foreign and second language literacy development across Chinese Speaking Asia: What do we know? In B. L. Reynolds & F. Teng (Eds.), English Literacy Instruction for Chinese Speakers (pp.3-13). Singapore: Palgrave Macmillan. 
16. Teng, M. F., & Reynolds, B. L. (2019). English foreign and second language literacy instruction across Chinese Speaking Asia: Future directions and implications. In B. L. Reynolds & F. Teng (Eds.), English Literacy Instruction for Chinese Speakers (pp.369-378). Singapore: Palgrave Macmillan. 
17. Reynolds, B. L., & Teng, M. F. (2021). Teaching English writing in Chinese speaking regions. In B. L. Reynolds & F. Teng. (eds.). Innovative approaches in Teaching writing to Chinese speakers (pp.1-18). Berlin: De Gruyter Mouton.
18. Reynolds, B. L., & Teng, M. F. (2021). Practice and future directions for developing Chinese speakers’ English writing across different education levels. In B. L. Reynolds & F. Teng. (eds.). Innovative approaches in Teaching writing to Chinese speakers (pp.257-270). Berlin: De Gruyter Mouton.
19. He, F., & Teng, M. F. (2019). Language Tug-of-War: When English literacy education encounters the National Matriculation English Test policy in mainland China. In B. L. Reynolds & F. Teng (Eds.), English Literacy Instruction for Chinese speakers (pp.299-316). Singapore: Palgrave Macmillan.
20. Teng, M. F. (2017). Flip your classroom to improve EFL students’ speaking skills. In J. Mehring, & A. Leis (Eds.), Innovations in flipped learning in the language classroom: Theories and practice (pp.113-122). New York, NY: Springer.
21. Teng, M. F. (2016). Incidental vocabulary acquisition from reading and listening: The effects of word exposure frequency. In E. Dorman & J. Bidal (Eds.), Departing from tradition: Innovations in English language teaching and learning (pp.182-207). Cambridge: Cambridge Scholars Publishing.
22. Teng, M. F. (2016). A new era of applying CALL to enhance EFL learners’ lexical knowledge. In J. P. Loucky & J. L. Ware (Eds.), Flipped instruction methods and digital technologies in the language learning classroom (pp. 139-159). Hershey, PA: IGI Global.

受邀發言 Keynotes/Invited talks:

1. Teng, M. F. (2025). Understanding metacognition and engagement in AI. Keynote speaker at International TESOL Union conference. The Hangsang University of Hong Kong.
2. Teng, M. F. (2024). Top 2 percent scholars convention symposium. Global English Education China Assembly. Zhuhai August.
3. Teng, F. (2023). How to do quantitative studies for publishing in an effective way? Global English Education China Assembly. Macau. August
4. Teng, F. (2023). Incidental vocabulary learning from captioned viewing: What research methods can we apply? LET Kansai Fundamental Theory SIG. August
5. Teng, F. (2023). Incidental vocabulary learning from captioned viewing analyzed using mixed-effects modelling. Methodology special interest group, Japan. July.
6. Teng, F. (2023). How to teach and learn vocabulary in a foreign language context? Kansai University, Japan. July
7. Teng, F. (2023). Navigating the terrain of vocabulary research. Kansai University, Japan. July.
8. Teng, F. (2022). “Pedagogical translanguaging and morphological awareness”. Buriram Rajabhat University, Thailand.
9. Teng, F. (2022). “Pedagogical translanguaging and vocabulary learning”. Shantou University, China.
10. Teng, F. (2022). “Tips for getting articles published in international journals”. Invited talk for graduate students for HKBU. Hong Kong Baptist University. Nov.11^th.
11. Teng, F. (2022). “Sustainable ELT development: Connecting Translanguaging and vocabulary learning. International Colloquium on ELT and Sustainability 2022.
12. Teng, F. (2021). “Assessment of metacognitive strategies, language learning motivation, self-efficacy belief, perceived progress, and English learning achievement during COVID-19 online learning”. 1^st International Symposium on virtual assessment tools, challenges, and way forward. 
13. Teng, F. (2019). “Multilingual Education in Asian Contexts: Opportunities, Challenges, and Future Development”. Research Cluster Fund Project R3899 and CRLLS seminar series 2019. The Education University of Hong Kong. August 29.
14. Teng, F. (2017). “Tensions, constraints, and opportunities in balancing research and teaching duties: Crossing the love-hate line”. GTA forum on “Maximizing the Impact of Graduate Teaching Assistants – Effective Training and Development Programmes”. The University of Hong Kong. June 29.
15. Teng, F. (2017). “Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition”. Hong Kong Association of Applied Linguistics. June 21.
16. Teng, F. (2016). “Flipping the Classroom and Chinese Tertiary Level EFL Students’ Academic Performance and Satisfaction in vocabulary learning.” Laureate-Cambridge Online Language Learning Research Network. Oct. 7th. http://ollren.org/events/upcoming-events/speakers#s-lg-box-wrapper-13829749

媒體訪問 Media Coverage/Interviews

1. Bay areas has edge in English education (China Daily, 2023, https://www.chinadailyhk.com/epaper/pubs//chinadaily/2023/07/31/10.pdf)

學術服務 Consultancy Work/Professional & Community Services 

1. Associate editor: Beyond Words (Widya Mandala Catholic University, Surabaya, Indonesia, from 2017- 2019)
2. Co-editor in Chief: International Journal of TESOL Studies (from 2021-)
3. Co-editor: On the Internet section, TESL-EJ (SCOPUS, from 2021-)

網站 Website

• Google scholar: https://scholar.google.com/citations?user=pYMobuoAAAAJ&hl=zh-CN
• Researchgate: https://www.researchgate.net/profile/Mark-Feng-Teng-2
• Scopus: https://www.scopus.com/authid/detail.uri?authorId=57190169191

• Computer assisted vocabulary learning and writing
• Psycholinguistics and Cognitive Science (esp. Metacognition, Working Memory)