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查看斯高帕斯 (Scopus) 概要
TENG MARK FENG
Associate Professor
Associate Professor
,
Faculty of Languages and Translation
電話
85996509
電子郵件
markteng
mpu.edu
mo
h-index
2189
引文
28
h-指數
按照存儲在普爾(Pure)的出版物數量及斯高帕斯(Scopus)引文計算。
2016
2025
每年研究成果
概覽
指紋
網路
研究成果
(130)
新聞/媒體
(11)
類似的個人檔案
(6)
研究成果
每年研究成果
2016
2023
2024
2025
105
Article
10
Chapter
5
Book
4
Review article
6
更多
3
Editorial
2
Comment/debate
1
Foreword/postscript
每年研究成果
每年研究成果
50個結果中的 - 本頁:100, 總數:105
出版年份,標題
(降序)
出版年份,標題
(升序)
標題
類型
篩選
Article
搜尋結果
2023
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
Collaborative writing
100%
Interplay
16%
Linguistic features
16%
Language-related episodes
16%
English as a Foreign Language
16%
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
Self-Efficacy
100%
Peer Review
100%
Self-Regulation
50%
Sources of Self-efficacy
9%
English
9%
12
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
English as a Foreign Language
100%
Student Learning
100%
Language Minority Student
100%
Australia
100%
Vocabulary knowledge
100%
11
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
English as a Foreign Language
100%
Goal-Oriented
100%
Secondary Schools
50%
Construct Validity
50%
Individual Differences
50%
60
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
Mobile
100%
Conceptual Model
100%
English
100%
Online Learning
100%
Thematic Analysis
100%
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
Longitudinal Analysis
100%
Ethnic Minority
100%
Metacognitive Knowledge
100%
China
100%
Longitudinal Study
100%
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
English as a Foreign Language
100%
Cooperative Learning
100%
Academic Writing
66%
Legislation
33%
Metacognitive Knowledge
33%
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
English as a Foreign Language
100%
Cooperative Learning
100%
Collaborative Learning
100%
Awareness
100%
Prompts
100%
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
Latent Growth Curve
100%
Metacognitive Knowledge
100%
Growth Curve
100%
China
100%
Developmental Change
50%
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
Chinese
100%
Primary Schools
100%
Creative Writing
100%
Hong Kong
100%
English
100%
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
Curriculum Development
100%
Emotions
100%
China
100%
English
100%
Qualitative Study
100%
20
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
Vocabulary learning
100%
Incidental vocabulary learning
100%
Language Aptitude
100%
captions
80%
L2 proficiency
60%
56
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
Native Speaker
100%
Oral
100%
Activity Theory
100%
Education Institution
100%
Language Learner
100%
4
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
Metacognition
100%
Educational Psychology
33%
Factor Analysis
33%
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
Chinese
100%
Primary School Students
100%
Research Design
100%
Learning Performance
100%
Vocabulary learning
100%
53
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
English as a Foreign Language
100%
Grammar Learning
100%
Second language writing
33%
Positive Attitude
33%
Grammar correction
33%
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
Memory Model
100%
Working Memory
100%
Bilingualism
100%
Second Language Acquisition
50%
Conceptual Framework
10%
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
Instructional Strategy
100%
Primary School Students
100%
Self-Regulation
100%
Primary Schools
66%
Strategy Development
66%
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
Longitudinal Data
100%
English as a Foreign Language
100%
Metacognitive Knowledge
100%
Writing in English
100%
Individual Differences
100%
32
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
Systems Theory
100%
Dynamic System Theory
100%
Hong Kong
66%
Semistructured Interview
50%
Qualitative Research
50%
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
Awareness
100%
Written corrective feedback
100%
Teacher feedback
100%
word choice
100%
Secondary School Student
100%
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
Legislation
100%
Interactive Whiteboard
100%
Writing Instruction
100%
Interactive
100%
Collaborative writing
100%
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
Online Teaching
100%
COVID 19 Epidemic
100%
42
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
Prompts
100%
Collaborative writing
100%
English
100%
Academic Writing
100%
English as a Foreign Language
75%
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
Novice teachers
100%
Hong Kong
100%
Identity Formation
100%
Belief Formation
100%
Case Study
100%
32
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
Semistructured Interview
100%
Online Learning
100%
Individual Differences
100%
COVID 19 Epidemic
100%
Feedback Literacy
100%
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
Narrative Method
100%
33
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
new words
100%
Gloss
100%
Word reading
100%
Delayed Test
100%
Lexical Item
50%
53
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
English as a Foreign Language
100%
English
100%
Qualitative Data
100%
Metacognitive Strategy
100%
Metacognitive Awareness
100%
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
University Students
100%
Thai
100%
Communities-Of-Practice
100%
Imagined Community
100%
China
100%
17
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
Primary Schools
100%
Reading Comprehension
100%
English as a Second Language
100%
Reading Strategy
100%
Instructional Strategy
50%
52
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
Phrasal verbs
100%
English as a Foreign Language
50%
Ingroup
50%
Intermediate
25%
EFL learners
25%
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
Legislation
100%
English as a Foreign Language
100%
Metacognitive Knowledge
100%
Metacognition
100%
Multivariate Analysis
50%
79
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
9
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
Strategy Development
100%
Primary Schools
28%
Student Learning
14%
Primary School Students
14%
Self Instruction
14%
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
Student writing
100%
Text structure
100%
Elementary School Student
100%
Instructional Strategy
100%
Primary Schools
100%
24
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
Novice
100%
Hong Kong
100%
English language teaching
100%
Case Study
100%
Secondary Schools
100%
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
Prompts
100%
English as a Foreign Language
100%
Incidental vocabulary learning
100%
Reading Comprehension
100%
Collaborative Learning
100%
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
Group
100%
Research
75%
42
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
English as a Foreign Language
100%
Learner identity
100%
Case Study
100%
English learning
75%
English
50%
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
Comprehension
100%
Group
25%
29
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
Vocabulary Acquisition
100%
new words
66%
word-form
33%
Word meaning
33%
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)
Understanding Teacher Autonomy, Teacher Agency, and Teacher Identity: Voices from Four EFL Student Teachers
Teng, F.
,
1 6月 2019
,
於:
English Teaching and Learning.
43
,
2
,
p. 189-212
24 p.
研究成果
:
Article
›
同行評審
English as a Foreign Language
100%
Autonomy
100%
Student Teachers
100%
Teacher Identity
100%
Teacher Agency
100%
28
引文 斯高帕斯(Scopus)
2018
Exploring Learners' Self-Reported Behavioral Patterns in Two Task-Readiness Conditions: A Qualitative Study
Bui, G.
&
Teng, F.
,
26 6月 2018
,
於:
Chinese Journal of Applied Linguistics.
41
,
2
,
p. 129-149
21 p.
研究成果
:
Article
›
同行評審
開啟存取
Behavioral Pattern
100%
Internal Task
100%
Quantitative Research
100%
Qualitative Study
100%
Internal Readiness
100%
16
引文 斯高帕斯(Scopus)
From second language to third language learning exploring a dual-motivation system among multilinguals
Bui, G.
,
Man, L.
&
Teng, M. F.
,
2018
,
於:
Australian Review of Applied Linguistics.
41
,
1
,
p. 61-90
30 p.
研究成果
:
Article
›
同行評審
Multi-lingual
100%
Second language
100%
English
100%
Motivation System
100%
Language Instruction
100%
15
引文 斯高帕斯(Scopus)
Incidental vocabulary acquisition from reading-only and reading-while-listening: a multi-dimensional approach
Teng, F.
,
3 7月 2018
,
於:
Innovation in Language Learning and Teaching.
12
,
3
,
p. 274-288
15 p.
研究成果
:
Article
›
同行評審
Vocabulary Acquisition
100%
English as a Foreign Language
66%
EFL learners
33%
word-form
33%
Vocabulary knowledge
33%
47
引文 斯高帕斯(Scopus)
2017
Assessing the Effects of Word Exposure Frequency on Incidental Vocabulary Acquisition from Reading and Listening
Xiaoning, C.
&
Feng, T.
,
1月 2017
,
於:
Chinese Journal of Applied Linguistics.
40
,
1
,
p. 56-73
18 p.
研究成果
:
Article
›
同行評審
開啟存取
Vocabulary Acquisition
100%
English as a Foreign Language
100%
posttests
66%
Word knowledge
66%
Vocabulary learning
33%
13
引文 斯高帕斯(Scopus)
Emotional development and construction of teacher identity: Narrative interactions about the pre-service teachers' practicum experiences
Teng, M. F.
,
2017
,
於:
Australian Journal of Teacher Education.
42
,
11
,
p. 117-134
18 p.
研究成果
:
Article
›
同行評審
開啟存取
Negative Emotion
100%
Contextual Constraint
100%
Narrative Identity
100%
Emotional Development
100%
Teacher Identity
100%
85
引文 斯高帕斯(Scopus)
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