Mark Feng Teng
@bnu.edu.cn
English education
Beijing Normal University
Mark Teng is an active researcher in the TESOL community. He has extensive teaching and teacher education experience in China. His research programme focuses on L2 vocabulary acquisition, and metacognition in L2 writing development. He was the recipient of the 2017 Best Paper Award from the Hong Kong Association for Applied Linguistics (HAAL), as well as the Teaching Excellence Awards by the Education Bureau of mainland China. He has published extensively in international journals. His recent monographs were published by Springer, De Gruyter, Routledge, and Bloomsbury.
EDUCATION
Hong Kong Baptist University PhD in Applied Linguistics
RESEARCH INTERESTS
L2 vocabulary acquisition; L2 writing
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Mark Feng Teng, Atsushi Mizumoto, and Osamu Takeuchi
Elsevier BV
Mark Feng Teng and Lawrence Jun Zhang
Springer Science and Business Media LLC
AbstractEthnolinguistic minority students may have lower levels of metacognitive knowledge and English vocabulary knowledge than non-minority students. Nevertheless, few longitudinal studies have examined their growth trajectories of metacognitive knowledge and English vocabulary knowledge over time. Drawing upon a latent growth curve model, the present study aims to contrast two groups of students’ growth trajectories in metacognitive knowledge and breadth of English vocabulary knowledge: with a sample of 115 ethnolinguistic Yao minority and 108 ethnolinguistic majority Han students. The results showed that both groups improved their metacognitive knowledge and breadth of English vocabulary knowledge from third grade to sixth grade in a cumulative trend. Metacognitive knowledge predicted the breadth of English vocabulary knowledge throughout the examined school years. The results also highlighted differences in the students’ development of metacognitive knowledge and breadth of English vocabulary knowledge. The ethnolinguistic Yao minority students lagged behind their ethnolinguistic majority Han counterparts. The findings suggest a need for pedagogical interventions to enhance ethnolinguistic minority students’ metacognitive knowledge and English vocabulary knowledge.
Mark Feng Teng and Junjie Gavin Wu
Springer Science and Business Media LLC
Shiwei Qi, Mark Feng Teng, and Ailan Fu
Walter de Gruyter GmbH
Abstract The measurement of vocabulary size is crucial in applied linguistics research. Although increasing attention has been given to the study of Chinese vocabulary assessment, few reliable and valid tools are available to evaluate Chinese learners’ receptive vocabulary size, particularly for teenagers and adults. We aim to fill this gap by developing LexCH, a quick, reliable and free receptive vocabulary size assessment tool that researchers and language teachers can readily adopt. In developing LexCH, we chose items covering a range of difficulty levels and with strong discriminative power as test items for the final version of LexCH based on item response theory. In total, 480 students from a junior high school and a high school in China participated in this study. Our initial validation results suggest that LexCH is a reliable and valid receptive vocabulary size test for L1 Chinese speakers; it also shows great potential for use among L2 Chinese learners. Implications for assessing receptive vocabulary size in Chinese learning are provided.
Mark Feng Teng and Danyang Zhang
SAGE Publications
This study examined the effects of involvement load-based tasks on vocabulary learning in a foreign language, as well as the extent to which task effects are predicted by learners’ metacognition (i.e. metacognitive knowledge and regulation). A total of 120 Chinese university students of English as a foreign language (EFL) were randomly assigned to four task conditions: (1) reading; (2) reading + gap-fill; (3) reading + writing; and (4) reading + writing with the use of a digital dictionary. The Vocabulary Knowledge Scale was adapted to measure condition effects. The Metacognitive Awareness Inventory was used to examine learners’ metacognitive knowledge and regulation. Results revealed that the group of learners who completed reading + writing tasks with the use of a digital dictionary demonstrated the best performance in acquiring receptive and productive vocabulary knowledge, followed by the reading + writing group, the reading + gap-fill group, and, finally, the reading only group. Multiple regression analysis supported the predictive effects of metacognitive regulation on task-based vocabulary learning. Structural equation modelling presented an overall profile of task-based vocabulary learning and metacognition. Based on the findings, we proposed a framework to understand the relationship between learners’ metacognition, task type, and L2 vocabulary learning.
Mark Feng Teng and
TESL-EJ Publications
The present study, based on a cross-lagged panel design, was to examine the directionality of the relationships between anxiety, self-efficacy, and motivation in the context of online English learning. A total of 420 university students in China completed self-efficacy belief, motivation, and anxiety measures twice, eight months apart. The findings suggest that self-efficacy belief mediates the relationship between motivation and anxiety in online English learning, whereas anxiety mediates the relationship between self-efficacy belief and students’ motivation. The mediation models based on two times of data collection achieved a satisfactory fit. However, the second model demonstrated a better model fit, highlighting the importance of anxiety in the relationship between motivation and self-efficacy beliefs. Understanding the causes and effects of anxiety for students may lead to training and resource development that are important to maintaining students’ self-efficacy belief and motivation in online English learning.
Mark Feng Teng, Barry Lee Reynolds, and Xuan Van Ha
Wiley
Mark Feng Teng and Chenghai Qin
Informa UK Limited
Mark Feng Teng
Walter de Gruyter GmbH
Abstract The present study, given increasing attention to incidental vocabulary learning, explores how different input modes (i.e., listening, reading, and viewing captioned videos) affect such learning while considering frequency and prior vocabulary knowledge. One hundred twenty Chinese university students learning English as a foreign language were allocated to three treatment groups and one (test-only) control group. Target words included 48 terms appearing at various frequencies (1–6 occurrences) in a documentary video. Incidental vocabulary learning outcomes were measured through form and meaning recognition. Mixed effects models showed that the caption viewing condition led to the most pronounced incidental vocabulary learning and retention outcomes, followed by the reading and listening conditions. A significant interaction effect was identified between time, group, and prior vocabulary knowledge. A significant interaction effect was also observed between time, group, and frequency. Meanwhile, frequency was less important for incidental vocabulary learning than prior vocabulary knowledge. Pedagogical implications are discussed based on these findings.
Mark Feng Teng and Maggie Ma
Elsevier BV
Mark Feng Teng and Atsushi Mizumoto
Walter de Gruyter GmbH
Abstract This study investigates the impact of metacognitive knowledge on vocabulary learning among English as a Foreign Language (EFL) learner, involving 776 university students in China. Its primary goal is to develop and validate a scale for assessing metacognitive knowledge in vocabulary learning. The scale is structured around three sub-dimensions: person, task, and strategies, identified through exploratory and confirmatory factor analyses. These sub-dimensions serve as independent variables in analyzing their influence on incidental vocabulary learning outcomes from reading, which includes knowledge of word form, meaning, and use. The study’s results validate the scale and reveal that the three factors – person, task, and strategies – have varying impacts on learners’ incidental vocabulary learning performance. The findings emphasize the crucial role of metacognitive knowledge in EFL vocabulary acquisition, offering insights for enhancing learning strategies. Additionally, the study provides important implications for educational practices in vocabulary teaching and learning.
Mark Feng Teng, Chuang Wang, and Junjie Gavin Wu
SAGE Publications
Metacognitive strategies, language learning motivation, and self-efficacy belief are crucial to online or remote learning success. The purpose of the present study was to evaluate the interrelationship among metacognitive strategies, language learning motivation, self-efficacy belief, and English learning achievement. The data were collected from three surveys and an English test. The participants were 590 Chinese university students. The findings revealed that self-efficacy belief predicts English learning achievement. In particular, metacognitive strategies and language learning motivation mediate the predictive effects of self-efficacy belief on English learning achievement. The findings show the potential of enhancing online English learning achievement by facilitating learners’ self-efficacy belief, motivation, and metacognitive strategies. Implications can be gained for remote learning within and beyond the coronavirus (COVID-19) context.
Mark Feng Teng and Atsushi Mizumoto
John Benjamins Publishing Company
Abstract This study was to assess the spoken vocabulary knowledge and its role in incidental vocabulary learning from captioned television. The participants were a total of 87 minority students learning English as a foreign language in Australia. The breadth of their vocabulary knowledge was measured with a vocabulary size test, while the depth of their vocabulary knowledge was through an assessment of collocational and semantic relationships. The results indicated that (1) captioned videos are helpful for incidental vocabulary learning; (2) scores on the breadth and depth of vocabulary knowledge and incidental vocabulary learning from viewing captioned television are highly and positively correlated; and (3) scores on the depth of vocabulary knowledge can make a unique contribution to the prediction of incidental vocabulary learning at the form and meaning recognition level, in addition to the prediction afforded by scores on the breadth of vocabulary knowledge. The findings highlight a need to improve the depth of vocabulary knowledge for incidental vocabulary learning from captioned viewing.
Mark Feng Teng and Fan Fang
John Benjamins Publishing Company
Mark Feng Teng and Danyang Zhang
Walter de Gruyter GmbH
Abstract The efficient use of working memory (WM) increases the potential of a learner’s cognitive abilities in learning through multimedia. The present study aims to explore the role of working memory in vocabulary learning through multimedia input. In particular, we explore the possible associations between two components of WM – executive WM and phonological short-term memory (PSTM) – and the effects of three types of input conditions (Definition + Word information + Video, Definition + Word information, and Definition) on second language (L2) vocabulary learning. A total of 95 students completed learning under the three conditions and took two WM tests: a reading span test, which measures complex executive WM, and a non-word span test, which gauges PSTM. We administered a vocabulary knowledge test, which included receptive and productive vocabulary knowledge, immediately and after two weeks. Our findings, based on repeated-measures analysis of covariance (ANCOVA), support the pronounced effects of the Definition + Word information + Video condition in vocabulary learning and retention, as well as the significant role of complex and phonological WM in vocabulary learning and retention under the three conditions. Theoretical and pedagogical implications concerning the role of WM in vocabulary learning through multimedia input are discussed.
Mark Feng Teng and Ying Zhan
Elsevier BV
Di Zou and Mark Feng Teng
Elsevier BV
Mark Feng Teng
De Gruyter
Mark Feng Teng
De Gruyter
Mark FengVE Teng, Richard L. Sparks, and Adriana Biedroń
De Gruyter
Mark Feng Teng
De Gruyter
Mark Feng Teng and Mei Yue
Springer Science and Business Media LLC
Mark Feng Teng and Chuang Wang
Wiley
Amy Kong and Mark Feng Teng
Walter de Gruyter GmbH
Abstract There is a huge scarcity of documentation of instances in which students do not follow the peer review training guidelines. One factor in these unanticipated scenarios could be learners’ self-efficacy (SE). The current investigation illustrates how different sources of SE contribute to students’ agentic orientations during peer review. For this purpose, six secondary-one students were paired to implement peer reviews in an after-school English writing course, after receiving peer review training. The data from three dyadic peer review sessions, stimulated recalls, and pre-/post-interviews were triangulated with quantitative data from 20 learners. The results showed that the students’ low SE for self-regulation (SESR) for peer review at the outset overshadowed the impact of training and influenced the use of strategies by them during the peer reviews. Whereas those with high SESR followed the instructions from the training session and regulated the peer reviews professionally, those with low SESR ignored these guidelines, which resulted in constrained agency and promoted their skepticism of peer review in the end. However, by comparing their own performances as reviewers with those of their peers, the students’ SE for regulating future peer review also changed. This paper underscores SE as an important construct in peer review for L2 young learners.