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
Wiley
ABSTRACTThe present study explored EFL students' perceptions and experiences in utilising ChatGPT to seek feedback for writing. The present study also examined how levels of metacognitive awareness (MA) influenced these perceptions and experiences. Utilising a mixed‐method research design, the study collected data from a total of 40 EFL undergraduates over a semester‐long writing course. Data collection methods included self‐report questionnaires and semi‐structured interviews. Data analyses comprised both quantitative and qualitative approaches. Quantitatively, t‐tests and Mann–Whitney U tests were used to compare group differences, while regression analyses were conducted to explore relationships between variables. Qualitatively, thematic analysis was employed to identify and interpret patterns within the data. Quantitative analysis revealed significant differences in writing experiences and perceptions, including motivation for writing, engagement, self‐efficacy and collaborative writing tendency. Furthermore, a positive correlation was found between MA scores and students' perceptions and practices of using ChatGPT. Analysis of interview data highlighted a range of perceptions and experiences between the high and low MA students, with behaviours spanning from mere copying words from ChatGPT to effective use of ChatGPT for writing feedback. Key factors that influenced the effective use of ChatGPT for writing assistance included metacognitive awareness, critical thinking skills and cognitive efforts. The findings highlight implications for writing teachers and students in teaching and learning English as a foreign language.
Mark Feng Teng and Atsushi Mizumoto
Multilingual Matters
Mark Feng Teng and Jerry Huang
IGI Global
Affective, behavioral, and cognitive engagements play crucial roles in how learners interact with and process written feedback on their language production. The present study examines the efficacy of peer feedback versus ChatGPT-generated feedback in an English as a Foreign Language (EFL) writing context. Participants (n = 169) were 1st-year undergraduate students at a teacher education university in China, enrolled in a mandatory writing class. The control group (n = 86) did not use ChatGPT, while the treatment group (n = 83) engaged with ChatGPT, leveraging carefully designed prompts to receive feedback on their writing. A survey instrument measuring affective, behavioral, and cognitive engagement was administered at both the start and conclusion of the semester. Results revealed that ChatGPT has potential to enhance specific aspects of student engagement, like affective and behavioral engagement, in EFL writing. Cognitive engagement, although slightly higher in the treatment group, did not differ significantly between the groups. The findings suggest that while AI-generated feedback can be integrated into EFL instruction, its impact on student engagement, particularly affective and behavioral, warrants careful consideration. We finally provided pedagogical implications based on the findings.
Ying Zhan and Mark Feng Teng
Informa UK Limited
Mark Feng Teng
Adam Mickiewicz University Poznan
Working memory (WM) is essential to vocabulary learning. However, limited attention has been paid to young beginner learners’ vocabulary development under various task conditions from the perspective of WM. This study investigates how two types of WM – complex WM and phonological short-term memory – may influence two instructional approaches (i.e., input and output tasks) on picking up new words. 93 young learners studying English as a foreign language (EFL) participated in input and output tasks and four vocabulary assessments. These assessments functioned as a pretest, immediate posttest, and delayed posttest. The participants also took two WM tests: an operation span test for complex WM and a word repetition test for phonological short-term memory. The results demonstrated that: (1) both input and output tasks significantly influenced the learning and retention of new words, (2) complex WM did not substantially predict task effects on the learning and retention of new words, and (3) phonological WM had a notable impact on learning and retaining new words under the input and output task conditions. The findings emphasize the role of WM for EFL young learners’ vocabulary learning through tasks.
Mark Feng Teng and Lin Sophie Teng
Elsevier BV
Mark Feng Teng
Springer Science and Business Media LLC
Xiaolei Shen, Lilliati Ismail, Joanna Joseph Jeyaraj, and Mark Feng Teng
Elsevier BV
Mark Feng Teng and Danyang Zhang
Walter de Gruyter GmbH
Abstract This article examines the effects of task conditions (i.e., with and without a sentence-writing task), multimedia input (definition only, definition + information, definition + information + videos), and combinations of these two variables on the learning gains of new words. This study involved a 2 × 3 research design. In total, 235 Chinese EFL learners were allocated to the six conditions. Vocabulary learning outcomes were measured by pre- and post-tests on 24 target items. The results showed that the definition + information + videos group scored significantly higher than the definition + information and the definition-only groups. Additionally, the sentence-writing task increased the effectiveness of vocabulary learning versus the condition without this task. The combination of the definition + information + videos condition and sentence-writing task was identified as the most effective technique for learning lexical items. This study highlighted the effectiveness of combining multimedia input with a sentence-writing task to learn new words. Relevant teaching and theoretical implications were also discussed.
Mark Feng Teng and Lawrence Jun Zhang
Elsevier BV
Atsushi Mizumoto, Natsuko Shintani, Miyuki Sasaki, and Mark Feng Teng
Elsevier BV
Mark Feng Teng
SAGE Publications
This study investigates the effects of three word-focused exercise conditions on vocabulary learning. The exercises were developed based on the involvement load hypothesis. This study also explores how individual differences (e.g. second-language English proficiency level and working memory) affect vocabulary learning outcomes. A total of 180 Chinese students were equally and randomly assigned to 3 exercise conditions (reading comprehension plus marginal glosses, reading plus gap-fill and reading plus sentence writing). The Vocabulary Knowledge Scale was adapted to measure pre- and post-test vocabulary gains. An n-back task was developed to assess learners’ working memory capacity. Results showed that the sentence-writing group yielded the best performance in vocabulary learning, followed by the gap-fill group and finally the reading-comprehension group. General linear model results revealed that learners’ English proficiency level and working memory significantly predicted their vocabulary gains. This study expands on prior research by exploring learner-related factors in vocabulary learning. Relevant implications are discussed based on the findings.
Mark Feng Teng
Springer Nature Singapore
Mark Feng Teng and Fan Fang
Walter de Gruyter GmbH
Abstract This mixed-methods study explored the development of morphological awareness in learning Chinese as a third language, focusing on how the activation of a learner’s multilingual repertoire can influence morphological awareness. The study was conducted for a period of eight weeks with 62 Japanese students in a Chinese learning program at a university in China. The students are native Japanese speakers with English and Chinese as their second and third languages. The students were allocated into an experimental group and a control group. The experimental group received translanguaging instruction, while the control group completed learning through the monolingual approach for which the language of instruction was Chinese. The main aim of the translanguaging intervention was to help students utilize their multilinguistic repertoire across languages for their morphology learning. The results revealed that morphology learning scores were higher for the participants in the experimental group than the control group. The focus group interviews revealed that the students in the experimental group favorably perceived the use of translanguaging strategies for morphology learning. Moreover, the students in the experimental group reported cognitive, interactive, and affective benefits from translanguaging pedagogy. Finally, this paper presents relevant implications for the use of translanguaging pedagogy for teaching morphology.
Xiaolei Shen and Mark Feng Teng
Elsevier BV
Mark Feng Teng, Atsushi Mizumoto, and Osamu Takeuchi
Elsevier BV
Mark Feng Teng and Yachong Cui
Wiley
AbstractBackgroundVocabulary learning in a second language (L2) encompasses crucial aspects, including single words and collocations. Research indicates that L2 learners can incidentally learn single words from captioned videos, but less is known about the incidental learning outcomes of collocations, let alone the differences in learning gains for single words and collocations under different captioned conditions, as well as individual differences that may account for such differences.ObjectivesThis study aimed to fill this gap by comparing the learning gains of single words and collocations while investigating the influence of vocabulary knowledge (VK) and working memory (WM) on the learning results within diverse forms of captioning conditions: full captions, keyword captions, and no captions.MethodsThe study involved 129 young Chinese ESL learners who completed vocabulary tests assessing their meaning recall before, immediately after, and 2 weeks after the study, as well as tests for VK and WM.Results and ConclusionsThe results showed that full captions are the most efficacious condition for enhancing both single word and collocation learning. The depth of VK, as well as phonological and complex WM, were significant factors in the learning of new language items.TakeawaysDifferent types of captioning (full or keyword) contribute differently to the learning of various language items. Individual differences in WM and depth of VK among learners should be considered when utilizing captioned videos for language learning.
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