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Peer-review journal articles 

  1. Teng, M. F. (2025). A method tutorial in using linear mixed-effects modeling in R to understand incidental vocabulary learning from captioned viewing. International Journal of TESOL Studies, 250620 https://doi.org/10.58304/ijts.250620
     

  2. Xie, X., Teng, M. F., Zhang, L. J., & Alamer, A. (2025). Exploring AI literacy and AI-induced emotions among Chinese university English language teachers: The Partial Least Square Structural Equation modeling (PLS-SEM) approach. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12798
     

  3.  Zou, M., Teng, M. F., Soyoof, A., & He, X. (2025). Informal Digital Learning of English (IDLE) as Form-focused and Meaning-focused activities: Refining its measurement and examining its predictive role in L2 proficiency and confidence. International Journal of Applied Linguistics, 1-24. DOI: 10.1111/ijal.12781 
     

  4. Teng, M. F. (2025). Conceptualizing individual differences in reading. Reading in a Foreign Language, 37(1), 1-17. https://hdl.handle.net/10125/67495 
     

  5. Teng, M. F. (2025). Longitudinal analysis of breadth of vocabulary knowledge in mediating metacognitive knowledge and reading in foreign language young learners. Reading in a Foreign Language, 37(1), 18-38. https://hdl.handle.net/10125/67496
     

  6. Ueno, S., Ikeda, M., Tekeuchi, O., & Teng, M. F. (2025). Impact of reading strategy instruction on improvement of strategy use and reading comprehension: A meta-analysis. Reading in a Foreign Language, 37(1), 225-247. https://hdl.handle.net/10125/67505
     

  7. Teng, M. F. (2025). Assessing young learners’ vocabulary learning via communicative tasks. The Language Learning Journal. Doi.10.1080/09571736.2025.2505891 
     

  8. Teng, M. F., & Cui, Y. (2025). Second language collocation learning through captioned videos: How do learners’ vocabulary knowledge and working memory affect learning?. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2025.2497495
     

  9. Mizumoto, A., & Teng, M. F. (2025). Large language models fall short in classifying learners’ open-ended responses. Research Methods in Applied Linguistics. https://doi.org/10.1016/j.rmal.2025.100210 
     

  10. Teng, M. F. (2025). Incidental learning of multiword expressions from bilingual captioned videos for language minority students. The JALT CALL Journal, 21(1), 1201. DOI: https://doi.org/10.29140/jaltcall.v21n1.1201 
     

  11. Zhou, S., & Teng, M. F. (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”. Reading in a Foreign Language, 37(1), 1-10. https://hdl.handle.net/10125/67486 
     

  12. Wu, J. G., Lindsay, M, & Teng, M. F. (2025). Engagement and incidental L2 vocabulary acquisition in digital gaming: A qualitative perspective of an “in-denial gaming addict” from Hong Kong. International Journal of Applied Linguistics https://doi.org/10.1111/ijal.12712  
     

  13. Teng, M. F., & Cui, Y. (2025). The contribution of vocabulary knowledge and morphological awareness to reading comprehension in a foreign language. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.70000 
     

  14. Teng, M. F. (2025). Longitudinal development of cognition and vocabulary knowledge in young second language learners in a bilingual program. Journal of Child Language. DOI: 10.1017/S0305000925000042 
     

  15. Teng, M. F., & Cui, Y. (2025). The role of vocabulary knowledge, morphological awareness, and working memory in reading comprehension. Reading in a Foreign Language, 37(1), 1-21. https://hdl.handle.net/10125/67481
     

  16. Liu, G. L., Zhao, X., & Teng, M. F. (2025). TikTok refugees, digital migration, and the expanding affordances of Xiaohongshu (RedNote) for informal language learning. International Journal of TESOL Studies, 250123, 1-15 https://doi.org/10.58304/ijts.250123 
     

  17. Zhan, Y., & Teng, M. F. (2025). Assessing English Writing Self-Efficacy Beliefs, Self-Regulation, and Performance Through Asynchronous Computer-Mediated Feedback and Face-to-Face Peer Feedback. Educational Assessment. doi.org/10.1080/10627197.2025.2452442
     

  18. Teng, M. F. & Huang, J. (2025). Incorporating ChatGPT for EFL writing and its Effects on writing engagement. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 15(1). DOI: 10.4018/IJCALLT.367874 
     

  19. Huang, J., & Teng, M. F. (2025). Peer feedback and ChatGPT-generated feedback on Japanese EFL students’ engagement in a foreign language  writing context. Digital Applied Linguistics, 2, 102469. https://doi.org/10.29140/dal.v1.102469
     

  20. Teng, M. F. (2025). Metacognition, self-efficacy belief, language learning motivation, and perceived progress in online English learning: A cross-lagged analysis. International Journal of TESOL Studies, 7 (1), 4-29. https://doi.org/10.58304/ijts.20250102 
     

  21. Teng, M. F. (2025). Metacognitive awareness and EFL learners’ perceptions and experiences in utilizing ChatGPT for writing feedback. European Journal of Education, 60, e12811. https://doi.org/10.1111/ejed.12811
     

  22. Teng, M. F. (2024). Do self-efficacy belief and emotional adjustment matter for social support and anxiety in online English learning in the digital era?. Digital Applied Linguistics, 1, 2227. https://doi.org/10.29140/dal.v1.2227
     

  23. Teng, M. F. (2024). “Can we play with tasks?”: A Response to Ellis (2024). International Journal of TESOL Studies, 6 (4), 43-54. https://doi.org/10.58304/ijts.20240405 
     

  24. Teng, M. F. (2024). Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions. Applied Linguistics Review. https://doi.org/10.1515/applirev-2024-0021 
     

  25. Teng, M. F. (2024). Incidental vocabulary learning from captioned video genres: Proficiency, working memory, and aptitude. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2024.2421517 
     

  26. Teng, M. F., & Ma, M. (2024). Assessing self-efficacy, working memory, and proficiency in a multimedia writing environment. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2024-0010 
     

  27. Shen, X., Ismail, L., Jeyaraj, J. J., & Teng, M. F. (2024). Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model. System, 126, 103485. https://doi.org/10.1016/j.system.2024.103485 
     

  28. Teng, M. F. (2024). Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory. Studies in Second Language Learning and Teaching. https://doi.org/10.14746/ssllt.36123 
     

  29. Teng, M. F. & Teng, L. S. (2024). Validating the multi-dimensional structure of self-efficacy beliefs in peer feedback for L2 writing: A bifactor-exploratory structural equation modeling approach. Research Methods in Applied Linguistics. https://doi.org/10.1016/j.rmal.2024.100136 
     

  30. Teng, M. F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers & Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2024.100270 
     

  31. Teng, M. F. (2024). A systematic review of ChatGPT for English as a foreign language writing: Opportunities, challenges, and recommendations. International Journal of TESOL Studies, 6 (3) 36-57. https://doi.org/10.58304/ijts.20240304 
     

  32. Teng, M. F. (2024). Working memory and prior vocabulary knowledge in incidental vocabulary learning from listening, reading, reading-while-listening, and viewing captioned video. System. https://doi.org/10.1016/j.system.2024.103381 
     

  33. Mizumoto, A., Shintani, N., Sasaki, M., & Teng, M. F. (2024). Testing the viability of ChatGPT as a companion in L2 writing accuracy assessment. Research Methods in Applied Linguistics, 3(2), 100116. https://doi.org/10.1016/j.rmal.2024.100116 
     

  34. Teng, M. 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 
     

  35. Shen, X., & Teng, M. 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 
     

  36. Alamer, A., Teng, M. 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
     

  37. Teng, M. 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. 
     

  38. Teng, M. 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 
     

  39. Teng, M. 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. https://ijltr.urmia.ac.ir/article_121423.html 
     

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

  41. Teng, M. 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/ 
     

  42. Teng, M. F. (2024). Incidental vocabulary learning from listening, reading, and viewing captioned videos: Frequency and prior vocabulary knowledge. Applied Linguistics Review. Doi.org/10.1515/applirev-2023-0106 
     

  43. Teng, M. 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-2023-0294
     

  44. Teng, M. 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 
     

  45. Teng, M. 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 
     

  46. Teng, M. 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 
     

  47. Teng, M. 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 
     

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

  51. Teng, M. 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 
     

  52. Teng, M. 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://www.jbe-platform.com/content/journals/10.1075/aral.22033.ten
     

  53. Teng, M. 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
     

  54. Teng, M. 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 
     

  55. Teng, M. 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 
     

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

  57. Teng, M. F., & Wu, G. (2023). An Investigation of Learners’ Perceived Progress During Online Education: Do Self-Efficacy Belief, Language Learning Motivation, and Metacognitive Strategies Matter? The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00727-z 
     

  58. Teng, M. F., Reynolds, B., & Xuan, H. (2023). Social participation and identity change during study abroad: British sojourners in China. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12476 
     

  59. Teng, M. 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 
     

  60. Teng, M. 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 
     

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

  62. Qi, S, Teng, M. 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 
     

  63. Teng, M. 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 
     

  64. Teng, M. 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 
     

  65. Teng, M. F. (2022). Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System. https://doi.org/10.1016/j.system.2022.102736 
     

  66. Teng, M. 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 
     

  67. Teng, M. F., & Wang, C. (2022). Assessing academic writing self-efficacy belief and writing performance in a foreign language context. Foreign Language Annals. https://doi.org/10.1111/flan.12638 
     

  68.  Teng, M. F., & Yang, Z. (2022). Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2022.2144327 
     

  69. Yip. J., Huang, J., & Teng, M. F. (2022). Identity and emotion of university English teachers during curriculum reform in China. Language, Culture, Curriculum. doi.org/10.1080/07908318.2021.2024843 
     

  70. Wen Z., Han, L., Hu, G., Teng, M. F. (2022). 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. 
     

  71. Teng, M. 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). doi.org/10.1515/iral-2021-0130 
     

  72. Reynolds, B. L., & Teng, M. F. (2021). Incidental and informal vocabulary learning: Introduction to the special issue. TESOL Journal, 12 (3), 1-7. DOI: 10.1002/tesj.642
     

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

  74. Reynolds, B. L., & Teng, M. 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. 
     

  75. Teng, M. 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
     

  76. Reynolds, B. L., & Teng, M. 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.
     

  77. Teng, M. 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. DOI: 10.1007/s11409-021-09278-4c 
     

  78. Teng, M. 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
     

  79. Teng, M. 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 
     

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

  81. Teng, M. 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
     

  82. Teng, M. 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 
     

  83. Teng, M. 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 
     

  84. Ma, M., & Wang, C., & Teng, M. 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. https://doi.org/10.1007/s40299-021-00600-x 
     

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

  86. Wu, G., Teng, M. F., & Miller, L. (2021). Challenges in a mobile English telecollaborative project: towards a conceptual model. Australasian Journal of Educational Technology, 38(1), 1–19. https://doi.org/10.14742/ajet.6371
     

  87. Teng, M. F., & Wu, G. (2021). Tea or tears: online teaching during the COVID-19 pandemic. Journal of Education for Teaching, 47(2), 290-292. https://doi.org/10.1080/02607476.2021.1886834 
     

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

  89. Teng, M. 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 
     

  90. Teng, M. 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 
     

  91. Reynolds, B. L., & Teng, M. 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. 
     

  92. Teng, M. 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 
     

  93. Kong, A., & Teng, M. 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 
     

  94. Teng, M. F. (2020). Effects of cooperative–metacognitive instruction on EFL learners’ writing and metacognitive awareness. Asia Pacific Journal of Education. DOI: 10.1080/02188791.2020.1835606 
     

  95. Teng, M. 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
     

  96. Teng, M. 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. https://doi.org/10.1080/00313831.2019.1595712 
     

  97. Teng, M. F. (2020). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54, 29-39. https://doi.org/10.1111/lit.12181 
     

  98. Teng, M. F. (2019). The effects of video caption types and advance organizers on incidental L2 collocation learning. Computers & Education, 42, 103655 Doi: 10.1016/j.compedu.2019.103655 
     

  99. Teng, M. 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. 
     

  100. Teng, M. 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://doi.org/10.1007/s13384-018-0279-6
     

  101.  Teng, M. 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. https://doi.org/10.1080/09571736.2016.1244217
     

  102.  Teng, M. 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 
     

  103. Teng, M. 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 
     

  104. Kao, C. W., & Reynolds, B., & Teng, M. F. (2019). What we need to know about student writers’ grammar learning and correction. Applied Linguistics Review. DOI: https://doi.org/10.1515/applirev-2019-0016 
     

  105. Teng, M. 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 
     

  106. Bui, G., & Teng, M. F. (2019). Exploring complexity in L2 and L3 motivational systems: A dynamic systems theory perspective.  The Language Learning Journal. 
     

  107. Teng, M. F., & Yip, W. (2019). Exploring identities of novice Mainland Chinese teachers in Hong Kong: Insights from teaching creative writing at primary schools across borders. Applied Linguistics Review. https://doi.org/10.1515/applirev-2018-0128 
     

  108. Teng, M. 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.
     

  109. Teng, M. 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. https://doi.org/10.1075/resla.15071.ten 
     

  110. Teng, M. 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. https://doi.org/10.1080/17501229.2016.1203328
     

  111. Teng, M. F., & Bui, G. (2018). Thai university students studying in China: Identity, imagined communities, and communities of practice. Applied Linguistics Review. https://doi.org/10.1515/applirev-2017-0109 
     

  112. Bui, G., & Teng, M. F. (2018). Exploring learners’ self-reported behavioral patterns in two task-readiness conditions: A qualitative study. Chinese Journal of Applied Linguistics, 42(2), 129-149. https://doi.org/10.1515/cjal-2018-0008
     

  113. Man, L., Bui, G., & Teng, M. F. (2018). From second language to third language learning: Exploring a dual-motivation system among multilinguals. Australian Review of Applied Linguistics, 41, 63-91. 10.1075/aral.17051.man 
     

  114. Chen, X., & Teng, M. F. (2017). Assessing the Effects of Word Exposure Frequency on Incidental Vocabulary Acquisition from Reading and Listening. Chinese Journal of Applied Linguistics, 40, 56-73. https://doi.org/10.1515/cjal-2017-0004 
     

  115. Teng, M. F. (2017). Flipping the Classroom and Tertiary Level EFL Students’ Academic Performance and Satisfaction. The Journal of Asia TEFOL, 14(4), 587-836 http://dx.doi.org/10.18823/asiatefl.2017.14.4.2.605
     

  116. Teng, M. F. (2017). Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-service Teachers’ Practicum Experiences. Australian Journal of Teacher Education, 42(11), 117-134.  http://ro.ecu.edu.au/ajte/vol42/iss11/8
     

  117. Teng, M. F. (2016). An in-depth investigation into the relationship between vocabulary knowledge and academic listening comprehension. TESL-EJ, 20 (2), 1-17. 
     

  118.  Teng, M. 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. https://doi.org/10.1016/j.tsc.2016.06.005

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  1. Teng, M. F. (2025). Metacognition in language teaching. Cambridge University Press.
     

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

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

  4.  Wen, Z., Adriana B., Mailce B. M., & Teng, M. 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]
 

   5. Teng, M. 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]


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

 

  7. Teng, M. 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]

 

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

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

 9.Teng, M. 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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