每年研究成果
每年研究成果
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2023
The associations between working memory and the effects of multimedia input on L2 vocabulary learning
Teng, M. F. & Zhang, D., 1 9月 2023, 於: IRAL - International Review of Applied Linguistics in Language Teaching. 61, 3, p. 1021-1049 29 p.研究成果: Article › 同行評審
開啟存取30 引文 斯高帕斯（Scopus） -
The effectiveness of multimedia input on vocabulary learning and retention
Teng, M. F., 2023, 於: Innovation in Language Learning and Teaching. 17, 3, p. 738-754 17 p.研究成果: Article › 同行評審
開啟存取21 引文 斯高帕斯（Scopus） -
The effects of incorporating metacognitive strategies instruction into collaborative writing on writing complexity, accuracy, and fluency
Teng, M. F. & Huang, J., 2023, 於: Asia Pacific Journal of Education. 43, 4, p. 1071-1090 20 p.研究成果: Article › 同行評審
8 引文 斯高帕斯（Scopus） -
The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers
Kong, A. & Teng, M. F., 1 3月 2023, 於: Applied Linguistics Review. 14, 2, p. 297-328 32 p.研究成果: Article › 同行評審
10 引文 斯高帕斯（Scopus） -
The role of spoken vocabulary knowledge in language minority students’ incidental vocabulary learning from captioned television
Teng, M. F. & Mizumoto, A., 14 9月 2023, 於: Australian Review of Applied Linguistics. 46, 2, p. 253-278 26 p.研究成果: Article › 同行評審
開啟存取10 引文 斯高帕斯（Scopus） -
2022
Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance
Teng, M. F., Wang, C. & Zhang, L. J., 1月 2022, 於: Assessing Writing. 51, 100573.研究成果: Article › 同行評審
開啟存取57 引文 斯高帕斯（Scopus） -
Challenges in a mobile English telecollaborative project: Towards a conceptual model
Wu, J. G., Teng, M. F. & Miller, L., 2022, 於: Australasian Journal of Educational Technology. 38, 1研究成果: Article › 同行評審
開啟存取5 引文 斯高帕斯（Scopus） -
Development of metacognitive knowledge and morphological awareness: a longitudinal study of ethnic minority multilingual young learners in China
Teng, M. F. & Zhang, L. J., 2022, (Accepted/In press) 於: Journal of Multilingual and Multicultural Development.研究成果: Article › 同行評審
開啟存取8 引文 斯高帕斯（Scopus） -
Effects of cooperative–metacognitive instruction on EFL learners’ writing and metacognitive awareness
Teng, M. F., 2022, 於: Asia Pacific Journal of Education. 42, 2, p. 179-195 17 p.研究成果: Article › 同行評審
14 引文 斯高帕斯（Scopus） -
Effects of Individual and Group Metacognitive Prompts on Tertiary-Level Students’ Metacognitive Awareness and Writing Outcomes
Teng, M. F., 10月 2022, 於: Asia-Pacific Education Researcher. 31, 5, p. 601-612 12 p.研究成果: Article › 同行評審
10 引文 斯高帕斯（Scopus） -
Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: a latent growth curve modelling approach
Teng, M. F., 2022, 於: Language Awareness. 31, 4, p. 470-494 25 p.研究成果: Article › 同行評審
開啟存取16 引文 斯高帕斯（Scopus） -
Exploring identities of novice mainland Chinese teachers in Hong Kong: Insights from teaching creative writing at primary schools across borders
Teng, M. F. & Yip, J. W. C., 1 1月 2022, 於: Applied Linguistics Review. 13, 1, p. 71-98 28 p.研究成果: Article › 同行評審
7 引文 斯高帕斯（Scopus） -
Identity and emotion of university English teachers during curriculum reform in China
Yip, J. W. C., Huang, J. & Teng, M. F., 2022, 於: Language, Culture and Curriculum. 35, 4, p. 421-439 19 p.研究成果: Article › 同行評審
18 引文 斯高帕斯（Scopus） -
Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors
Teng, M. F., 4月 2022, 於: System. 105, 102736.研究成果: Article › 同行評審
開啟存取53 引文 斯高帕斯（Scopus） -
Involving native speakers in oral corrective focused grammar feedback while conversing: an activity theory perspective
Reynolds, B. L. & Teng, M. F., 2022, 於: Language Learning Journal. 50, 5, p. 569-585 17 p.研究成果: Article › 同行評審
4 引文 斯高帕斯（Scopus） -
Rethinking language policy and planning in the Greater Bay Area of China: insights from translanguaging theory
Wen, Z., Han, L., Hu, G. & Teng, M. F., 12月 2022, 於: Asian-Pacific Journal of Second and Foreign Language Education. 7, 1, 42.研究成果: Editorial
開啟存取6 引文 斯高帕斯（Scopus） -
Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context
Teng, M. F., Qin, C. & Wang, C., 4月 2022, 於: Metacognition and Learning. 17, 1, p. 167-190 24 p.研究成果: Article › 同行評審
開啟存取56 引文 斯高帕斯（Scopus） -
Vocabulary learning through videos: captions, advance-organizer strategy, and their combination
Teng, F., 2022, 於: Computer Assisted Language Learning. 35, 3, p. 518-550 33 p.研究成果: Article › 同行評審
開啟存取49 引文 斯高帕斯（Scopus） -
What we need to know about student writers' grammar learning and correction
Kao, C. W., Reynolds, B. L. & Feng Teng, M., 1 3月 2022, 於: Applied Linguistics Review. 13, 2, p. 175-199 25 p.研究成果: Article › 同行評審
2 引文 斯高帕斯（Scopus） -
Working Memory Models and Measures in Language and Bilingualism Research: Integrating Cognitive and Affective Perspectives
Wen, Z., Teng, M., Han, L. & Zeng, Y., 6月 2022, 於: Brain Sciences. 12, 6, 729.研究成果: Article › 同行評審
開啟存取3 引文 斯高帕斯（Scopus） -
2021
Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
Teng, M. F., 2021, 於: Porta Linguarum. 2021, 35, p. 61-76 16 p.研究成果: Article › 同行評審
開啟存取2 引文 斯高帕斯（Scopus） -
Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models
Teng, M. F. & Zhang, L. J., 12月 2021, 於: British Journal of Educational Psychology. 91, 4, p. 1202-1230 29 p.研究成果: Article › 同行評審
開啟存取31 引文 斯高帕斯（Scopus） -
Editorial: Introduction to the special issue on teaching english reading and writing to young learners
Reynolds, B. L. & Teng, M. F., 14 9月 2021, 於: Studies in Second Language Learning and Teaching. 11, 3, p. 325-330 6 p.研究成果: Editorial
開啟存取1 引文 斯高帕斯（Scopus） -
Exploring complexity in L2 and L3 motivational systems: a dynamic systems theory perspective
Bui, G. & Teng, F., 2021, 於: Language Learning Journal. 49, 3, p. 302-317 16 p.研究成果: Article › 同行評審
14 引文 斯高帕斯（Scopus） -
Incidental and informal vocabulary learning: Introduction to the special issue
Reynolds, B. L. & Teng, M. F., 12月 2021, 於: TESOL Journal. 12, 4, e642.研究成果: Article › 同行評審
4 引文 斯高帕斯（Scopus） -
Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors
Reynolds, B. L. & Teng, M. F., 14 9月 2021, 於: Studies in Second Language Learning and Teaching. 11, 3, p. 423-444 22 p.研究成果: Article › 同行評審
開啟存取6 引文 斯高帕斯（Scopus） -
Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns
Teng, M. F., 4月 2021, 於: System. 97, 102426.研究成果: Article › 同行評審
開啟存取37 引文 斯高帕斯（Scopus） -
Tea or tears: online teaching during the COVID-19 pandemic
Teng, M. F. & Wu, J. G., 2021, 於: Journal of Education for Teaching. 47, 2, p. 290-292 3 p.研究成果: Article › 同行評審
41 引文 斯高帕斯（Scopus） -
The effectiveness of incorporating metacognitive prompts in collaborative writing on academic English writing skills
Teng, M. F., 1 5月 2021, 於: Applied Cognitive Psychology. 35, 3, p. 659-673 15 p.研究成果: Article › 同行評審
開啟存取19 引文 斯高帕斯（Scopus） -
Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong
Huang, J., Wang, Y. & Teng, F., 2021, 於: Teaching Education. 32, 2, p. 193-207 15 p.研究成果: Article › 同行評審
開啟存取31 引文 斯高帕斯（Scopus） -
Using Learning-Oriented Online Assessment to Foster Students’ Feedback Literacy in L2 Writing During COVID-19 Pandemic: A Case of Misalignment Between Micro- and Macro- Contexts
Ma, M., Wang, C. & Teng, M. F., 12月 2021, 於: Asia-Pacific Education Researcher. 30, 6, p. 597-609 13 p.研究成果: Article › 同行評審
開啟存取27 引文 斯高帕斯（Scopus） -
2020
A narrative inquiry of identity construction in academic communities of practice: voices from a Chinese doctoral student in Hong Kong
Teng, F., 2 1月 2020, 於: Pedagogies. 15, 1, p. 40-59 20 p.研究成果: Article › 同行評審
33 引文 斯高帕斯（Scopus） -
Identity, Motivation, and Multilingual Education in Asian Contexts
Teng, M. F. & Lixun, W., 1 1月 2020, Bloomsbury Publishing Plc. 184 p.研究成果: Book › 同行評審
13 引文 斯高帕斯（Scopus） -
Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination
Teng, F., 1 11月 2020, 於: Language Teaching Research. 24, 6, p. 785-812 28 p.研究成果: Article › 同行評審
開啟存取51 引文 斯高帕斯（Scopus） -
Tertiary-Level Students’ English Writing Performance and Metacognitive Awareness: A Group Metacognitive Support Perspective
Teng, F., 6 6月 2020, 於: Scandinavian Journal of Educational Research. 64, 4, p. 551-568 18 p.研究成果: Article › 同行評審
48 引文 斯高帕斯（Scopus） -
Thai university students studying in China: Identity, imagined communities, and communities of practice
Teng, M. F. & Bui, G., 1 6月 2020, 於: Applied Linguistics Review. 11, 2, p. 341-368 28 p.研究成果: Article › 同行評審
16 引文 斯高帕斯（Scopus） -
The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language
Teng, F., 1 1月 2020, 於: Literacy. 54, 1, p. 29-39 11 p.研究成果: Article › 同行評審
50 引文 斯高帕斯（Scopus） -
The effectiveness of group, pair and individual output tasks on learning phrasal verbs
Teng, M. F., 3 3月 2020, 於: Language Learning Journal. 48, 2, p. 187-200 14 p.研究成果: Article › 同行評審
12 引文 斯高帕斯（Scopus） -
The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance
Teng, F., 19 10月 2020, 於: Innovation in Language Learning and Teaching. 14, 5, p. 436-450 15 p.研究成果: Article › 同行評審
76 引文 斯高帕斯（Scopus） -
Understanding TEFL teacher identity: Agency, authority, and vulnerability
Teng, F., 1 9月 2020, 於: TESOL Journal. 11, 3, e00511.研究成果: Article › 同行評審
8 引文 斯高帕斯（Scopus） -
Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component of self-regulated strategy development
Teng, F., 6月 2020, 於: Studies in Educational Evaluation. 65, 100870.研究成果: Article › 同行評審
23 引文 斯高帕斯（Scopus） -
2019
A comparison of text structure and self-regulated strategy instruction for elementary school students’ writing
Teng, F., 16 10月 2019, 於: English Teaching. 18, 3, p. 281-297 17 p.研究成果: Article › 同行評審
23 引文 斯高帕斯（Scopus） -
Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong
Huang, J., Lock, K. Y. N. & Teng, F., 1 3月 2019, 於: Chinese Journal of Applied Linguistics. 42, 1, p. 3-20 18 p.研究成果: Article › 同行評審
10 引文 斯高帕斯（Scopus） -
Effects of individual and group metacognitive prompts on EFL reading comprehension and incidental vocabulary learning
Teng, F. & Reynolds, B. L., 5月 2019, 於: PLoS ONE. 14, 5, e0215902.研究成果: Article › 同行評審
開啟存取24 引文 斯高帕斯（Scopus） -
Incidental vocabulary learning for primary school students: the effects of L2 caption type and word exposure frequency
Teng, F., 15 3月 2019, 於: Australian Educational Researcher. 46, 1, p. 113-136 24 p.研究成果: Article › 同行評審
開啟存取41 引文 斯高帕斯（Scopus） -
Learner identity and learners' investment in EFL learning: A multiple case study
Teng, M. F., 2019, 於: Iranian Journal of Language Teaching Research. 7, 1, p. 43-60 18 p.研究成果: Article › 同行評審
22 引文 斯高帕斯（Scopus） -
Maximizing the potential of captions for primary school ESL students’ comprehension of English-language videos
Teng, F., 3 9月 2019, 於: Computer Assisted Language Learning. 32, 7, p. 665-691 27 p.研究成果: Article › 同行評審
29 引文 斯高帕斯（Scopus） -
Predictive Effects of Writing Strategies for Self-Regulated Learning on Secondary School Learners’ EFL Writing Proficiency
Teng, F. & Huang, J., 3月 2019, 於: TESOL Quarterly. 53, 1, p. 232-247 16 p.研究成果: Comment/debate
開啟存取79 引文 斯高帕斯（Scopus） -
The effects of context and word exposure frequency on incidental vocabulary acquisition and retention through reading
Teng, F., 15 3月 2019, 於: Language Learning Journal. 47, 2, p. 145-158 14 p.研究成果: Article › 同行評審
38 引文 斯高帕斯（Scopus） -
The effects of video caption types and advance organizers on incidental L2 collocation learning
Teng, F., 12月 2019, 於: Computers and Education. 142, 103655.研究成果: Article › 同行評審
開啟存取34 引文 斯高帕斯（Scopus）