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, F., Kukulska-Hulme, A., & Wu, G. (Forthcoming) Vocabulary Studies in Digital Environments: From Research to Practice. New York: Routledge.
2. Teng, F., & Reynolds, B. L. (eds.) (forthcoming). Researching incidental vocabulary learning in a second language. New York: Routledge.
3. 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).
4. 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
5. 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
6. 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/
7. Reynolds, B. L., & Teng, F. (2019). (eds.) English literacy instruction for Chinese speakers. Singapore: Palgrave Macmillan.
   https://www.palgrave.com/us/book/9789811366529
8. 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. Li, D., Teng, F., & Wen, Z. (forthcoming). Communicative and task-based language teaching at 40: In honor of William Littlewood. The Language Learning Journal.
2. Teng, F. & Reynolds, B. (2023 (Special issue). Incidental vocabulary learning in practice. Asian Journal of English Language Teaching.
3. Teng, F., & Fang, F. (2023). Language learning for language minority learners. Australian Review of Applied Linguistics
4. Teng, F., & Fang, F. (2022). Language Education for ethnolinguistic minority students in China. Chinese Journal of Applied Linguistics
5. 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
6. 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
7. 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, 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., & Fang, F. (2023). Introduction: multilingualism and multilingual education in China. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2023.2293161
9. Teng, F. (2023). Online Extensive Reading in EAP Courses: Expanding on Zhou and Day (2021). Reading in a Foreign Language, 35(2), 293–300
10. 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
11. 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
12. 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
13. 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
14. 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
15. Zou, D., & Teng, F. (2023). Effects of tasks and multimedia annotations on vocabulary learning. System. https://doi.org/10.1016/j.system.2023.103050
16.  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 
17. 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
    
18. Teng F., & Fang, F. (2022). Translanguaging pedagogies in developing
19. morphological awareness: the case of Japanese students learning Chinese in China. Applied Linguistics Review. doi.org/10.1515/applirev-2022-0138
20. 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
21. 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
22. 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 
23. 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
24. 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
25. 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 
    
26. 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
27. 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
28. 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
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.
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.
    
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.

受邀發言 Keynotes/Invited talks:

1. Teng, F. (2023). How to do quantitative studies for publishing in an effective way? Global English Education China Assembly. Macau. August
2. Teng, F. (2023). Incidental vocabulary learning from captioned viewing: What research methods can we apply? LET Kansai Fundamental Theory SIG. August
3. Teng, F. (2023). Incidental vocabulary learning from captioned viewing analyzed using mixed-effects modelling. Methodology special interest group, Japan. July.
4. Teng, F. (2023). How to teach and learn vocabulary in a foreign language context? Kansai University, Japan. July
5. Teng, F. (2023). Navigating the terrain of vocabulary research. Kansai University, Japan. July.
6. Teng, F. (2022). “Pedagogical translanguaging and morphological awareness”. Buriram Rajabhat University, Thailand.
7. Teng, F. (2022). “Pedagogical translanguaging and vocabulary learning”. Shantou University, China.
8. 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.
9. Teng, F. (2022). “Sustainable ELT development: Connecting Translanguaging and vocabulary learning. International Colloquium on ELT and Sustainability 2022.
10. 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. 
11. 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.
12. 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.
13. 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.
14. 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

• Second language acquisition (esp. Vocabulary and writing)
• Psycholinguistics and Cognitive Science (esp. Metacognition, Working Memory)