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Peer-review journal articles (Based on topics)

 L2 Vocabulary Acquisition 
 

  1. Teng, F. (2024). Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory. Studies in Second Language Learning and Teaching. 
     

  2. Teng, F., Mizumoto, A., & Takeuchi, O. (2024). Understanding growth mindset, self-regulated vocabulary learning, and vocabulary knowledge. System, 122, 103255. https://doi.org/10.1016/j.system.2024.103255. [download]
     

  3. Alamer, A., Teng, F., & Mizumoto, A. (2024). Revisiting the construct validity of self-regulating capacity in vocabulary learning scale: The Confirmatory Composite Analysis (CCA) Approach. Applied Linguistics. https://doi.org/10.1093/applin/amae023 [download]
     

  4. Teng, F. (2024). Growth mindset in vocabulary learning from reading in a foreign language context. International Journal of Applied Positive Psychology. https://doi.org/10.1007/s41042-024-00161-6 [download]
     

  5. Teng, F. (2024). Incidental vocabulary learning from listening, reading, and viewing captioned videos: Frequency and prior vocabulary knowledge. Applied Linguistics Review. DOI: 10.1515/applirev-2023-0106 [download]
     

  6. Teng, F., & Cui, Y. (2023). Comparing incidental learning of single words and collocations from different captioning conditions: The role of vocabulary knowledge and working memory. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12910 [download]
     

  7.  Teng, F. (2023). Online Extensive Reading in EAP Courses: Expanding on Zhou and Day (2021). Reading in a Foreign Language, 35(2), 293–300. [download]
     

  8.  Teng, F., & Zhang, L. J. (2023). Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of      vocabulary knowledge. Metacognition and Learning. DOI:10.1007/s11409-023-09360-z [download]
     

  9.  Teng, F. (2023). Incidental vocabulary learning from captioned video genres: Vocabulary knowledge, comprehension, repetition, and working memory. Computer Assisted Language Learning. DOI: 10.1080/09588221.2023.2275158 [download]
     

  10. ​Teng, F. (2023). Exploring self-regulated vocabulary learning strategies, proficiency, working memory, and vocabulary learning through word-focused exercises. The Language Learning Journal. doi.org/10.1080/09571736.2023.2267575 [download]
     

  11.  Teng, F., & Mizumoto, A. (2024). Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading. International Review of Applied Linguistics in Language Teaching (IRAL). https://doi.org/10.1515/iral-2023-02 [download]
     

  12. Teng, F. (2023). Understanding incidental vocabulary learning in practice. Asian Journal of English Language Teaching, 32(1), 7–28. [download]
     

  13. Teng, F., Huang, Y., & Mizumoto, A. (2023). Incidental vocabulary learning through word-focused exercises: The association with vocabulary learning strategies. Asian Journal of English Language Teaching, 32(1), 29–62. [download]
     

  14. Teng, F. (2023). Understanding Incidental Vocabulary Learning in Practice: An Interview with Stuart Webb. Asian Journal of English Language Teaching, 32(1), 155–166. [download]
     

  15. Teng, F., & Mizumoto, A. (2023). The role of spoken vocabulary knowledge in language minority students’ incidental vocabulary learning from captioned television. Australian Review of Applied Linguistics, 46(2), 253-278. https://doi.org/10.1075/aral.22033.ten [Download]
     

  16. Zou, D., & Teng, F. (2023).  Effects of tasks and multimedia annotations on vocabulary learning. System, 103050. https://doi.org/10.1016/j.system.2023.103050 [Download]
     

  17. Teng, F. & Zhang, D. (2023). Vocabulary learning in a foreign language: multimedia input, sentence-writing task, and their combination. Applied Linguistics Review. https://doi.org/10.1515/applirev-2022-0160 [Download]
     

  18. Teng, F. (2023). Effectiveness of captioned videos for incidental vocabulary learning and retention: The role of working memory. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2023.2173613 [Download]
     

  19. Teng, F. (2022). Incidental vocabulary learning from captioned videos: Learners' prior vocabulary knowledge and working memory. Journal of Computer Assisted Learning. Doi: 10.1111/jcal.12756 [Download]
     

  20. Teng F., & Fang, F. (2022). Translanguaging pedagogies in developing morphological awareness: the case of Japanese students learning Chinese in China. Applied Linguistics Review. doi.org/10.1515/applirev-2022-0138 [Download]
     

  21. Teng, F. (2022). The effectiveness of multimedia input on vocabulary learning and retention. Innovation in Language Learning and Teaching. Doi 10.1080/17501229.2022.2131791 [Download]
     

  22. Qi, S, Teng, F., & Fu, A. (2022). LexCH: A quick and reliable receptive vocabulary size test for Chinese learners. Applied Linguistics Review. https://doi.org/10.1515/applirev-2022-0006 [Download]
     

  23. Teng, F., & Zhang, L. J. (2022). Development of metacognitive knowledge and morphological awareness: A longitudinal study of ethnic minority multilingual young learners in China. Journal of Multilingual and Multicultural Development.  https://doi.org/10.1080/01434632.2022.2052301 [Download]
     

  24. Teng, F. (2022). The roles of Second-Language proficiency level and working memory on vocabulary learning from word-focused exercises. RELC Journal https://doi.org/10.1177/00336882221102228 [Download]
     

  25. Teng, F. (2022). Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System, 105, 102736. doi.org/10.1016/j.system.2022.102736 [Download]
     

  26. Reynolds, B. L., & Teng, F. (2021). Incidental and informal vocabulary learning: Introduction to the special issue. TESOL Journal.  https://doi.org/10.1002/tesj.642 [Download]
     

  27. Teng, F., & Zhang, D. (2021). The associations between working memory and the effects of multimedia input on L2 vocabulary learning. International Review of Applied Linguistics in Language Teaching (IRAL). https://doi.org/10.1515/iral-2021-0130 [Download]
     

  28. Teng, F. (2021). Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: A latent growth curve modeling approach. Language Awareness. https://doi.org/10.1080/09658416.2021.1972116 [Download]
     

  29. Reynolds, B. L., & Teng, F. (2021). Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors. Studies in Second Language Learning and Teaching, 11(3), 423-444.   [Download]
     

  30. Teng, F., & Zhang, D. (2021). Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition. Language Teaching Research. https://doi.org/10.1177/13621688211008798  [Download]
     

  31. Teng, F. (2020). Vocabulary learning through videos: Captions, advance-organizer strategy, and their combination. Computer Assisted Language Learning. Doi:10.1080/09588221.2020.1720253  [download]
     

  32. Teng, F. (2020). Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination. Language Teaching Research, 24(6), 785-812. https://journals.sagepub.com/doi/10.1177/1362168819829026  [download]
     

  33. Reynolds, B. L., & Teng, F. (2020). Vocabulary Bridge-Building: A Book Review of Norbert Schmitt (2010), I. S. Paul Nation & Stuart Webb (2011), and Paul Meara & Imma Miralpeix (2016). Applied Linguistics, 41(4), 612-617.  [download]
     

  34. Teng, F. (2020). The effectiveness of group, pair and individual output tasks on learning phrasal verbs. The Language Learning Journal, 48(2), 187-200. ​https://doi.org/10.1080/09571736.2017.1373841[download]
     

  35. Teng, F. (2019). The effects of video caption types and advance organizers on incidental L2 collocation learning. Computers & Education, 142.  Doi: 10.1016/j.compedu.2019.103655  [download]
     

  36. Teng, F. (2019). Maximizing the potential of captions for primary school ESL students’ comprehension of English-language videos. Computer Assisted Language Learning, 32(7), 665-691. Doi: 10.1080/09588221.2018.1532912.  [download]
     

  37. Teng, F. (2019).  Incidental vocabulary learning for primary school students: The effects of L2 caption type and word exposure frequency. The Australian Educational Researcher, 46, 113-136.  https://link.springer.com/article/10.1007%2Fs13384-018-0279-6  [download]
     

  38.  Teng, F. (2019). The effects of context and word exposure frequency on incidental vocabulary acquisition and retention through reading. The Language Learning Journal, 47(2), 145-158.  [download]
     

  39. Teng, F. (2018). The effect of focus on form and focus on forms instruction on the acquisition of phrasal verbs by Chinese students. Asian EFL Journal, 20 (2), 136-164. 
     

  40. Teng, F. (2018). A learner-based approach of applying online reading to improve learner autonomy and lexical knowledge. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 31 (1), 104-134. [download]
     

  41. Teng, F. (2018). Incidental vocabulary acquisition from reading-only and reading-while-listening: A multi-dimensional approach. Innovation in Language Learning and Teaching 12(3), 274-288. [download]

    L2 writing 
     

  42. Teng, F. & Qin, C. (2024). Assessing metacognitive writing strategies and the predictive effects on multimedia writing. Asia Pacific Journal of Education. http://dx.doi.org/10.1080/02188791.2024.2325132.[download]
     

  43. Teng, F., & Ma, M. (2024). Assessing metacognition-based student feedback literacy for academic writing. Assessing Writing. https://doi.org/10.1016/j.asw.2024.100811 [download]
     

  44. Shen, X., & Teng, F. (2024). Three-wave cross-lagged model on the correlations between critical thinking skills, self-directed learning competency and AI-assisted writing. Thinking Skills & Creativity. https://doi.org/10.1016/j.tsc.2024.101524 [download]
     

  45. Teng, F. (2024). Understanding Anxiety, Self-Efficacy, and Motivation in Online English Learning. TESL-EJ, 27(4), https://tesl-ej.org/wordpress/issues/volume27/ej108/ej108int/ 
     

  46. Teng, F., & Zhang, L. J. (2024). Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance. Language Awareness. https://doi.org/10.1080/09658416.2023.2300269 [Download]
     

  47. Teng, F. (2024). Understanding identity tension from the identity-in-discourse framework: Early-career academics in applied linguistics in China. Iranian Journal of Language Teaching Research, 12, 149-168.
     

  48. Teng, F., & Fang, F. (2023). Language Learning for language minority students in a globalized world. Australian Review of Applied Linguistics, 46(2), 131-139.
     

  49.  Teng, F., & Fang, F. (2023). Introduction: multilingualism and multilingual education in China. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2023.2293161
     

  50.  Teng, F., & Zhan, Y. (2023). Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing. Assessing Writing. https://doi.org/10.1016/j.asw.2023.100728 [Download]
     

  51. Teng, F. & Yue, M. (2022). Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling             approach. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09328-5 [Download]
     

  52. ​Teng, F., & Wang, C. (A2022). Assessing academic writing self-efficacy belief and writing performance in a foreign language context. Foreign Language Annals. https://doi.org/10.1111/flan.12638 [Download]
     

  53. Teng, F., & Zhang, L. J. (2021). Development of children’s metacognitive knowledge, and reading and writing proficiency in English as a foreign   language: Longitudinal data using multilevel models. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12413  [Download]
     

  54. Teng, F., Wang, C., & Zhang, L. J. (2021). Assessing self-regulatory writing strategies and their predictive effects on young EFL learners' writing     performance. Assessing Writing. https://doi.org/10.1016/j.asw.2021.100573 [Download]
     

  55. Reynolds, B. L., & Teng, F. (2021). Editorial: Introduction to the special issue on teaching English reading and writing to young learners. Studies in               Second Language Learning and Teaching, 11(3), 325-330. [Download]
     

  56. Teng, F., Wang, C., & Wu, G. (2021). Metacognitive strategies, language learning motivation, self-efficacy belief, and English achievement: A structural            equation modeling approach. RELC Journal.  https://doi.org/10.1177/00336882211040268. [Download]
     

  57. Teng, F., & Huang, J. (2021). The effects of incorporating metacognitive strategies instruction into collaborative writing on writing complexity, accuracy,           and fluency. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2021.1982675 [Download]
     

  58. Teng, F. (2021). Effects of individual and group metacognitive prompts on tertiary-level students’ metacognitive awareness and writing outcomes. The          Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-021-00611-8 [Download]
     

  59. Teng, F., Qin, C., & Wang, C. (2021). Validation of metacognitive academic writing strategies and the predictive effects on academic writing                 performance in a foreign language context. Metacognition and Learning, 17, 167-190.  DOI : 10.1007/s11409-021-09278-4 [Download]
     

  60.  Ma, M., & Wang, C., & Teng, F. (2021). Using learning-oriented online assessment to foster L2 students’ feedback literacy in L2 writing during COVID-    19 pandemic: A case of misalignment between micro- and macro- contexts. The Asia-pacific Education Researcher, 30(6), 597-609.                    https://doi.org/10.1007/s40299-021-00600-x [Download]
     

  61. Teng, F. (2021). The effectiveness of incorporating metacognitive prompts in collaborative writing on academic English writing skills. Applied Cognitive Psychology, 35(3), 659-673. DOI: 10.1002/acp.3789  [download]
     

  62. Teng, F. (2021). Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes. Porta Linguarum,    31, 61-76. DOI: https://doi.org/10.30827/portalin.v0i35.16861  [download]
     

  63. Teng, F. (2020). Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation   patterns. System, 97, 102426. https://doi.org/10.1016/j.system.2020.102426  [download]
     

  64.  Kong, A., & Teng, F. (2020). The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers. Applied Linguistics    Review. DOI: https://doi.org/10.1515/applirev-2020-0019 [download]
     

  65. Teng, F. (2020). Effects of cooperative–metacognitive instruction on EFL learners’ writing and metacognitive awareness. Asia Pacific Journal of     Education. https://doi.org/10.1080/02188791.2020.1835606  [download]
     

  66. Teng, F. (2020). 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. Doi: 10.1016/j.stueduc.2020.100870  [download]
     

  67. Teng, F. (2020). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy,    54, 29-39. DOI: 10.1111/lit.12181 [download]
     

  68. Teng, F. (2020). Tertiary-level students' English writing performance and metacognitive awareness: A group metacognitive support perspective.  Scandinavian Journal of Educational Research, 64(4), 551-568.  [download]
     

  69. Teng, F. (2019).  A comparison of text structure and self-regulated strategy instruction for elementary school students’ writing. English Teaching:    Practice and Critique, 18(3), 281-297. DOI: https://doi.org/10.1108/ETPC-07-2018-0070  [download]
     

  70. Teng, F. (2019). The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in     Language Learning and Teaching. https://doi.org/10.1080/17501229.2019.1615493  [download]
     

  71.  Teng, F., & Huang, J. (2019). Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing     proficiency. TESOL Quarterly, 53, 232-247. https://doi.org/10.1002/tesq.462  [download]
     

  72. Teng, F. (2016). Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of   cognition. Thinking Skills & Creativity, 22, 289-302. [download]

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1.    Teng, F., Kukulska-Hulme, A., & Wu, G. (2024). Vocabulary Studies in Digital Environments: From Research to Practice. New York: Routledge.

 

2.     Teng, F., & Reynolds, B. L. (eds.) (2024). Researching incidental vocabulary learning in a second language. New York: Routledge.

 

3.     Wen, Z., Adriana B., Mailce B. M., & Teng, F. (2023). Cognitive individual differences in second language acquisition: Theory, assessment &         

      pedagogy. Berlin: Mouton de Gruyter (Series: ‘Trends in Applied Linguistics’; Series Editors: Ulrike Jessner). [Download]

 

4.    Teng, F. (2021). Language learning through captioned videos: Incidental EFL vocabulary acquisition. New York: Routledge.                                                     https://www.taylorfrancis.com/books/language-learning-captioned-videos-mark-feng-teng/10.4324/9780429264740 [Download]
 

5.     Reynolds, B. L., & Teng, F. (2021). (eds.). Innovative approaches in Teaching writing to Chinese speakers. Berlin: De Gruyter Mouton.                                   https://www.degruyter.com/view/title/557612 [Download]

 

6.     Teng, F., & Wang, L. (2020). Identity, motivation, and multilingual education in Asian contexts. London: Bloomsbury.

        https://www.bloomsbury.com/au/identity-motivation-and-multilingual-education-in-asian-contexts-9781350099654/ [download]

 

7.     Reynolds, B. L., & Teng, F. (2019). (eds.) English literacy instruction for Chinese speakers. Singapore: Palgrave Macmillan.

       https://www.palgrave.com/us/book/9789811366529 [Download]
 

8.     Teng, F. (2019). Autonomy, agency, and identity in teaching and learning English as a foreign language. Singapore: Springer.

        https://www.springer.com/us/book/9789811307270 [Download]

1.     Teng, F., Fang, F., & Li, C. (2024) (Special issue). Multilingual education and practices for ethnolinguistic minority students in China. Journal                 of Multilingual and Multicultural Development.
 

2.     Reynolds, B. L., & Teng, F. (2022) (Special issue). Informal and incidental vocabulary learning. TESOL Journal. 

 

3.     Teng, F. & Reynolds, B. L. (2023) (Special issue). Incidental vocabulary learning in practice. Asian Journal of English Language Teaching.
 

4.    Teng, F., & Fang, F. (2023) Special issue). Literacy development for ethonolinguistic minority students in China. Chinese Journal of Applied                   Linguistics. 
 

5.     Reynolds, B. L., & Teng, F. (2021) (Special issue). Teaching English reading and writing to Young Learners. Studies in Second Language                  Learning and Teaching.

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6.     Teng, F. (2019). (Special issue). Promoting metacognitive strategy-focused instruction for EFL/L2 writing: Orientation, practice, and performance. J            Journal of Writing Research, 11(2).  http://www.jowr.org/current.html

 

7.     Reynolds, B. L., & Teng, F. (2019). (special issue). Literacy development for primary and secondary English language learners across the Greater             China Region. Asian EFL Journal. https://www.elejournals.com/asian-efl-journal/asian-efl-journal-volume-23-issue-5-july-2019/ 

1. Teng, F., & Uchihara, T. (2024). Factors affecting incidental vocabulary learning. In F. Teng. & B. L. Reynolds (eds). Researching incidental vocabulary learning in a second language. London: Routledge.

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2. Teng, F., & Wen, Z. (2024). Understanding PLEs through metacognition, self-regulation, and learner autonomy. In Y. Sun & X. Xu (Eds.). The development of personal learning environments in higher education: Promoting culturally responsive teaching and learner autonomy (pp. ). Routledge.

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3. Wen, Z., Teng, F., & Han, L. (2023).  Measuring affective working memory. In Lambert, C., Aubrey, S., & Bui, G. (Eds.). The role of the learner in task-based language teaching . London/NY: Routledge. [Download]
 

4. Teng, F. (2023). Metacognition. In Z. Wen, B. Adriana, B., Mailce, & F. Teng (eds.,). Cognitive individual differences in second language acquisition: Theory, assessment & pedagogy (pp.175-199). Berlin: De Gruyter Mounton. [Download]
 

5. Teng, F. (2023). Self-regulation. In Z. Wen, B. Adriana, B., Mailce, & F. Teng (eds.,). Cognitive individual differences in second language acquisition: Theory, assessment & pedagogy (pp. 201-222). Berlin: De Gruyter Mounton. [Download]

6. Teng, F. (2023). Language learning strategies. In Z. Wen, B. Adriana, B., Mailce, & F. Teng (eds.,). Cognitive individual differences in second language acquisition: Theory, assessment & pedagogy (pp. 147-173). Berlin: De Gruyter Mounton.[Download]

 

7. Ma, J., & Teng, F. (2021). Metacognitive knowledge development of students with differing levels of writing proficiency in a process-oriented                        course: An action research study. In B. L. Reynolds & F. Teng. (eds.). Innovative approaches in Teaching writing to Chinese speakers (pp.92-                117). Berlin: DeGruyter Mouton. [Download]
 

8. Bui, G., & Teng, F. (2019). Task planning and task readiness. In J. I. Liontas (ed.). The TESOL Encyclopedia of English language teaching (pp.1-              7). Hoboken, N. J.: John Wiley& Sons. [Download]
 

9. Teng, F, & Reynolds, B. L. (2019). English foreign and second language literacy development across Chinese Speaking Asia: What do we know?               In B. L. Reynolds & F. Teng (Eds.), English Literacy Instruction for Chinese Speakers (pp.3-13). Singapore: Palgrave Macmillan. [download]

 

10. Teng, F., & Reynolds, B. L. (2019). English foreign and second language literacy instruction across Chinese Speaking Asia: Future directions                    and  implications. In B. L. Reynolds & F. Teng (Eds.), English Literacy Instruction for Chinese Speakers (pp.369-378). Singapore: Palgrave                       Macmillan. [download]

 

11. He, F., & Teng, F. (2019). Language Tug-of-War: When English literacy education encounters the National Matriculation English Test policy in                    mainland China. In B. L. Reynolds & F. Teng (Eds.), English Literacy Instruction for Chinese speakers (pp.299-316). Singapore: Palgrave                         Macmillan.

 

12. Teng, F. (2017). Flip your classroom to improve EFL students’ speaking skills. In J. Mehring, & A. Leis (Eds.), Innovations in flipped learning in                 the language classroom: Theories and practice (pp.113-122). New York, NY: Springer.

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13. Teng, F. (2016). Incidental vocabulary acquisition from reading and listening: The effects of word exposure frequency. In E. Dorman & J. Bidal                    (Eds.), Departing from tradition: Innovations in English language teaching and learning (pp.182-207). Cambridge: Cambridge Scholars                            Publishing.

 

14. Teng, F. (2016). A new era of applying CALL to enhance EFL learners’ lexical knowledge. In J. P. Loucky & J. L. Ware (Eds.), Flipped instruction                  methods and digital technologies in the language learning classroom (pp. 139-159). Hershey, PA: IGI Global.

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