Mark Feng Teng

@bnu.edu.cn

English education
Beijing Normal University



                       

https://researchid.co/markteng

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

134

Scopus Publications

5396

Scholar Citations

42

Scholar h-index

114

Scholar i10-index

Scopus Publications

  • Metacognitive Awareness and EFL Learners' Perceptions and Experiences in Utilising ChatGPT for Writing Feedback
    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.

  • Developing and validating a growth mindset scale in vocabulary learning
    Mark Feng Teng and Atsushi Mizumoto
    Multilingual Matters

  • Longitudinal development of cognition and vocabulary knowledge in young second language learners in a bilingual programme
    Mark Feng Teng
    Cambridge University Press (CUP)
    Abstract Despite the importance of cognitive development for vocabulary acquisition, limited attention has been given to the impacts of cognitive factors on this phenomenon from a longitudinal perspective. This study evaluates the longitudinal development of such factors (i.e. metacognitive knowledge, working memory, and non-verbal intelligence) and L2 vocabulary knowledge growth in 210 young second language learners enrolled in a bilingual programme in China. Results supported individual differences in the initial level and the growth rate of learners’ cognitive development and vocabulary knowledge growth: a higher starting level of cognitive development correlated with a higher level of vocabulary knowledge and a faster rate of vocabulary knowledge growth. Findings revealed particularly significant predictive role of metacognitive knowledge on vocabulary knowledge, followed by non-verbal intelligence and working memory. Relevant implications were discussed based on the findings.

  • The Role of Vocabulary Knowledge, Morphological Awareness, and Working Memory in Reading Comprehension


  • Incorporating ChatGPT for EFL Writing and Its Effects on Writing Engagement
    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.



  • Incidental vocabulary learning from listening, reading, and viewing captioned videos: Frequency and prior vocabulary knowledge
    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.


  • Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory
    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.



  • Growth Mindset in Vocabulary Learning from Reading in a Foreign Language Context
    Mark Feng Teng
    Springer Science and Business Media LLC

  • Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model
    Xiaolei Shen, Lilliati Ismail, Joanna Joseph Jeyaraj, and Mark Feng Teng
    Elsevier BV

  • Vocabulary learning in a foreign language: Multimedia input, sentence-writing task, and their combination
    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.



  • Testing the viability of ChatGPT as a companion in L2 writing accuracy assessment
    Atsushi Mizumoto, Natsuko Shintani, Miyuki Sasaki, and Mark Feng Teng
    Elsevier BV

  • The Roles of Second-Language Proficiency Level and Working Memory on Vocabulary Learning from Word-Focused Exercises
    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.



  • Translanguaging pedagogies in developing morphological awareness: The case of Japanese students learning Chinese in China
    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.


  • Understanding growth mindset, self-regulated vocabulary learning, and vocabulary knowledge
    Mark Feng Teng, Atsushi Mizumoto, and Osamu Takeuchi
    Elsevier BV

  • Comparing incidental learning of single words and collocations from different captioning conditions: The role of vocabulary knowledge and working memory
    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.

RECENT SCHOLAR PUBLICATIONS

  • Incidental learning of multiword expressions from bilingual captioned videos for language minority students
    M Teng
    The JALT CALL Journal 21 (1), 1201-1201 2025

  • Metacognition in language teaching
    MF Teng
    Elements in Language Teaching 2025

  • Metacognitive Awareness and EFL Learners' Perceptions and Experiences in Utilising ChatGPT for Writing Feedback
    MF Teng
    European Journal of Education 60 (1), e12811 2025

  • Peer feedback and ChatGPT-generated feedback on Japanese EFL students’ engagement in a foreign language writing context
    J Huang, MF Teng
    Digital Applied Linguistics 2, 102469-102469 2025

  • Assessing English Writing Self-Efficacy Beliefs, Self-Regulation, and Performance Through Asynchronous Computer-Mediated Feedback and Face-to-Face Peer Feedback
    Y Zhan, MF Teng
    Educational Assessment, 1-17 2025

  • Exploring self-regulated vocabulary learning strategies, proficiency, working memory and vocabulary learning through word-focused exercises
    MF Teng
    The Language Learning Journal 53 (1), 22-39 2025

  • Effectiveness of captioned videos for incidental vocabulary learning and retention: The role of working memory
    MF Teng
    Computer Assisted Language Learning 38 (1-2), 206-234 2025

  • Expanding understanding of reading anxiety: A new research agenda to Zhou’s (2017)“Foreign language reading anxiety in a Chinese as a Foreign Language Context”
    S Zhou, MF Teng
    University of Hawaii National Foreign Language Resource Center 2025

  • Engagement and Incidental L2 Vocabulary Acquisition in Digital Gaming: A Qualitative Perspective of an “In‐Denial Gaming Addict” From Hong Kong
    JG Wu, L Miller, MF Teng
    International Journal of Applied Linguistics 2025

  • The contribution of vocabulary knowledge and morphological awareness to reading comprehension in a foreign language
    MF Teng, Y Cui
    Journal of Research in Reading 2025

  • Longitudinal development of cognition and vocabulary knowledge in young second language learners in a bilingual programme
    MF Teng
    Journal of Child Language, 1-31 2025

  • Incorporating ChatGPT for EFL writing and its effects on writing engagement
    MF Teng, J Huang
    International Journal of Computer-Assisted Language Learning and Teaching 2025

  • The role of vocabulary knowledge, morphological awareness, and working memory in reading comprehension
    MF Teng, Y Cui
    University of Hawaii National Foreign Language Resource Center 2025

  • A corpus-based study of learners' language learning trajectories with captioned viewing: Implications for vocabulary learning practices
    MF Teng, JWC Yip
    Theory and Practice in Vocabulary Research in Digital Environments, 93-114 2025

  • Metacognition, Self-efficacy Belief, Language Learning Motivation, and Perceived Progress in Online English Learning: A Cross-lagged Analysis.
    M Feng Teng
    International Journal of TESOL Studies 7 (1) 2025

  • Concluding Remarks on Researching Incidental Vocabulary Learning in a Second Language
    MF Teng
    Researching Incidental Vocabulary Learning in a Second Language, 196-208 2025

  • Theory and practice in vocabulary research in digital environments
    MF Teng, A Kukulska-Hulme, JG Wu
    Taylor & Francis 2024

  • “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing
    MF Teng
    Computers and Education: Artificial Intelligence 7, 100270 2024

  • Validating the multi-dimensional structure of self-efficacy beliefs in peer feedback for L2 writing: A bifactor-exploratory structural equation modeling approach
    MF Teng, LS Teng
    Research Methods in Applied Linguistics 3 (3), 100136 2024

  • Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions
    MF Teng
    Applied Linguistics Review 2024

MOST CITED SCHOLAR PUBLICATIONS

  • Autonomy, agency, and identity in teaching and learning English as a foreign language
    MF Teng
    Springer 2019
    Citations: 243

  • Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-service Teachers’ Practicum Experiences.
    MF Teng
    Australian Journal of Teacher Education 42 (11), 117-134 2017
    Citations: 213

  • The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance
    MF Teng
    Innovation in Language Learning and Teaching. 2019
    Citations: 164

  • The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language
    F Teng
    Literacy 54 (1), 29-39 2020
    Citations: 141

  • Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing proficiency
    MF Teng, J Huang
    TESOL Quarterly 2018
    Citations: 132

  • Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance
    MF Teng, C Wang, LJ Zhang
    Assessing Writing 51, 100573 2021
    Citations: 130

  • Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context
    MF Teng, C Qin, C Wang
    Metacognition and learning 17 (1), 167-190 2022
    Citations: 128

  • Vocabulary learning through videos: captions, advance-organizer strategy, and their combination
    F Teng
    Computer Assisted Language Learning 35 (3), 518-550 2022
    Citations: 119

  • Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach
    MF Teng, M Yue
    Metacognition and Learning 18 (1), 237-260 2023
    Citations: 113

  • Incidental vocabulary acquisition from reading-only and reading-while-listening: A multi-dimensional approach
    F Teng
    Innovation in Language Learning and Teaching 12 (3), 274-288 2018
    Citations: 108

  • Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition
    F Teng
    Thinking Skills and Creativity 22, 289-302 2016
    Citations: 107

  • Tertiary-level students’ English writing performance and metacognitive awareness: A group metacognitive support perspective
    F Teng
    Scandinavian Journal of Educational Research 64 (4), 551-568 2020
    Citations: 99

  • Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors
    MF Teng
    System 105, 102736 2022
    Citations: 95

  • The effects of context and word exposure frequency on incidental vocabulary acquisition and retention through reading
    F Teng
    The Language Learning Journal 47 (2), 145-158 2019
    Citations: 88

  • Tea or tears: online teaching during the COVID-19 pandemic
    MF Teng, JG Wu
    Journal of education for teaching 47 (2), 290-292 2021
    Citations: 84

  • Incidental vocabulary learning for primary school students: the effects of L2 caption type and word exposure frequency
    F Teng
    The Australian Educational Researcher 46 (1), 113-136 2019
    Citations: 82

  • Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination
    M Teng, Feng
    Language Teaching Research 2019
    Citations: 82

  • Language learning through captioned videos: Incidental vocabulary acquisition
    MF Teng
    Routledge 2021
    Citations: 81

  • Learner identity and learners’ investment in EFL learning: A multiple case study
    MF Teng
    Iranian Journal of Language Teaching Research 2019
    Citations: 81

  • Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge
    F Teng
    PASAA 49 (1), 39-66 2015
    Citations: 71