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 and Lin Sophie Teng
Elsevier BV
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
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
Elsevier BV
Mark Feng Teng and Maggie Ma
Walter de Gruyter GmbH
Abstract The present study examined self-efficacy, working memory, and English proficiency in a multimedia writing environment. The research design included a survey to assess self-efficacy and a writing assessment within a multimedia environment, while controlling for working memory capacity and levels of English proficiency. Data collection methods comprised a survey on self-efficacy beliefs in multimedia writing, a working memory task, and the standardized College English Test Band 4 in China. The participants were a total of 406 Chinese university students. The results support the reliability of the self-efficacy questionnaire, with five dimensions: linguistic knowledge, planning, monitoring, evaluation, and performance. These five factors were positively correlated with the students’ writing performance in a multimedia environment. The structural equation modeling findings suggest that working memory and English language proficiency moderate learners’ self-efficacy in EFL multimedia writing. Relevant implications based on the findings were discussed.
M. Teng
International TESOL Union
Since its release in November 2022, ChatGPT has become a focal point of discussion among scholars and practitioners. This study investigates the role of ChatGPT in English as a Foreign Language (EFL) writing through a systematic review of the 20 most pertinent articles. Inclusion and exclusion of references were based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Findings suggest that the integration of artificial intelligence (AI) into education is an evolving process that significantly impacts how EFL students learn to write. This systematic review highlights both the opportunities and challenges associated with adopting ChatGPT for EFL writing. On one hand, ChatGPT offers innovative ways to enhance writing skills, providing instant feedback and diverse writing prompts. On the other hand, challenges such as dependency on AI and the need for critical thinking skills remain. Based on the synthesized literature, recommendations for EFL teaching were proposed, emphasizing a balanced approach to integrating AI tools like ChatGPT into writing curricula and creating a community of practice among teachers and students.
Mark Feng Teng and Zhisheng (Edward) Wen
Routledge