SZodixStudyAcademic Library

Dashboard Shelves Open access My library Inbox Notes Write Learn Alerts

More

Ask your library Notifications Quick cite Review

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Mark Feng Teng · Study

Home/Author

Mark Feng Teng

50 works· latest 2025· 8 institutionscluster: provisionalORCID 0000-0002-5134-8504

h-index38

i1048

Citations3,305

Works here50

16

17

18

19

20

21

22

23

24

25

Most cited in this library

“ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing2024 · 180 citations
Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language2018 · 154 citations
Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-service Teachers’ Practicum Experiences2017 · 140 citations
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach2022 · 135 citations
Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance2021 · 123 citations

Name forms seen

Mark Feng Teng×46Sylvia Henn Tean Choo×1

Each spelling is stored with the work it came from, so a wrong cluster can be split later without re-importing anything.

Works

50 shown

Understanding EFL student writers’ metacognitive awareness in utilizing ChatGPT

System·2025·1 author·Open access

33citations

Examining longitudinal development of writing motivation in the GenAI context: A self-determination theory perspective

Learning and Motivation·2025·1 author·Open access

41citations

Large language models fall short in classifying learners’ open-ended responses

Research Methods in Applied Linguistics·2025·2 authors·Open access

17citations

Incorporating ChatGPT for EFL Writing and Its Effects on Writing Engagement

International Journal of Computer-Assisted Language Learning and Teaching·2025·2 authors·Open access

53citations

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

European Journal of Education·2024·1 author·Open access

79citations

“ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing

Computers and Education Artificial Intelligence·2024·1 author·Open access

180citations

Testing the viability of ChatGPT as a companion in L2 writing accuracy assessment

Research Methods in Applied Linguistics·2024·4 authors·Open access

103citations

Three-wave cross-lagged model on the correlations between critical thinking skills, self-directed learning competency and AI-assisted writing

Thinking Skills and Creativity·2024·2 authors·Open access

63citations

Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance

Language Awareness·2024·2 authors

40citations

Assessing metacognition-based student feedback literacy for academic writing

Assessing Writing·2024·2 authors·Open access

51citations

Introduction: multilingualism and multilingual education in China

Journal of Multilingual and Multicultural Development·2023·2 authors·Open access

4citations

Toward Burnout Prevention: Can One Short Virtual Reality Relaxation and Mindfulness Training Session for Staff and Patients Decrease Stress and Improve Subjective Sense of Wellbeing?

International Journal of Radiation Oncology*Biology*Physics·2023·7 authors·Open access

3citations

Social participation and identity change during study abroad: British sojourners in China

International Journal of Applied Linguistics·2023·3 authors

15citations

Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing

Assessing Writing·2023·2 authors·Open access

48citations

Effectiveness of captioned videos for incidental vocabulary learning and retention: the role of working memory

Computer Assisted Language Learning·2023·1 author·Open access

34citations

Incidental vocabulary learning from captioned videos: Learners' prior vocabulary knowledge and working memory

Journal of Computer Assisted Learning·2022·1 author·Open access

41citations

Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach

Metacognition and Learning·2022·2 authors·Open access

135citations

Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach

Innovation in Language Learning and Teaching·2022·2 authors

79citations

Translanguaging pedagogies in developing morphological awareness: the case of Japanese students learning Chinese in China

Applied Linguistics Review·2022·2 authors·Open access

20citations

The effectiveness of multimedia input on vocabulary learning and retention

Innovation in Language Learning and Teaching·2022·1 author·Open access

71citations

Rethinking language policy and planning in the Greater Bay Area of China: insights from translanguaging theory

Asian-Pacific Journal of Second and Foreign Language Education·2022·4 authors·Open access

14citations

Assessing academic writing self‐efficacy belief and writing performance in a foreign language context

Foreign Language Annals·2022·2 authors·Open access

64citations

Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors

System·2022·1 author·Open access

88citations

The associations between working memory and the effects of multimedia input on L2 vocabulary learning

IRAL - International Review of Applied Linguistics in Language Teaching·2021·2 authors·Open access

65citations

Metacognitive Strategies, Language Learning Motivation, Self-Efficacy Belief, and English Achievement During Remote Learning: A Structural Equation Modelling Approach

RELC Journal·2021·3 authors·Open access

86citations

Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance

Assessing Writing·2021·3 authors·Open access

123citations

The effects of incorporating metacognitive strategies instruction into collaborative writing on writing complexity, accuracy, and fluency

Asia Pacific Journal of Education·2021·2 authors·Open access

34citations

Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context

Metacognition and Learning·2021·3 authors·Open access

102citations

Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition

Language Teaching Research·2021·2 authors·Open access

60citations

Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models

British Journal of Educational Psychology·2021·2 authors·Open access

50citations

The effectiveness of incorporating metacognitive prompts in collaborative writing on academic English writing skills

Applied Cognitive Psychology·2021·1 author·Open access

42citations

Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns

System·2020·1 author·Open access

64citations

Effects of cooperative–metacognitive instruction on EFL learners’ writing and metacognitive awareness

Asia Pacific Journal of Education·2020·1 author

38citations

Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component of self-regulated strategy development

Studies In Educational Evaluation·2020·1 author

37citations

Vocabulary learning through videos: captions, advance-organizer strategy, and their combination

Computer Assisted Language Learning·2020·1 author

86citations

The effects of video caption types and advance organizers on incidental L2 collocation learning

Computers & Education·2019·1 author

70citations

The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance

Innovation in Language Learning and Teaching·2019·1 author

121citations

Tertiary-Level Students’ English Writing Performance and Metacognitive Awareness: A Group Metacognitive Support Perspective

Scandinavian Journal of Educational Research·2019·1 author

74citations

Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination

Language Teaching Research·2019·1 author

70citations

The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language

Literacy·2019·1 author

102citations

Maximizing the potential of captions for primary school ESL students’ comprehension of English-language videos

Computer Assisted Language Learning·2019·1 author

40citations

Learner Identity and Learners’ Investment in EFL Learning: A Multiple Case Study

DOAJ (DOAJ: Directory of Open Access Journals)·2019·1 author·Open access

34citations

Thai university students studying in China: Identity, imagined communities, and communities of practice

Applied Linguistics Review·2018·2 authors

32citations

Incidental vocabulary learning for primary school students: the effects of L2 caption type and word exposure frequency

The Australian Educational Researcher·2018·1 author

72citations

Predictive Effects of Writing Strategies for Self‐Regulated Learning on Secondary School Learners’ EFL Writing Proficiency

TESOL Quarterly·2018·2 authors

105citations

Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language

Springer eBooks·2018·1 author·book

154citations

Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-service Teachers’ Practicum Experiences

·2017·1 author·Open access

140citations

The effects of context and word exposure frequency on incidental vocabulary acquisition and retention through reading

Language Learning Journal·2016·1 author

66citations

Incidental vocabulary acquisition from reading-only and reading-while-listening: a multi-dimensional approach

Innovation in Language Learning and Teaching·2016·1 author

76citations

Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition

Thinking Skills and Creativity·2016·1 author

86citations