滕鋒, Mark FengTeng, 現任澳門理工大學語言與翻譯學院副教授。以第一作者或通訊作者共發表論文70多篇，其中SSCI & ACHI期刊60多篇；出版專著8部。Elseviser機構Scopus引用率中國區域語言與語言學領域排名前10。連續2019和2023五年入選史丹福大學全球前2%高被引學者“年度影響力”榜單。擔任中國香港，馬來西亞，歐洲科學基金會課題審閱，Routledge, Springer等國際出版社專著系列審稿，全球多個ssci期刊審稿專家，同時擔任國際期刊TESL-EJ共同主編。
基本介紹
- 中文名：滕鋒
- 畢業院校：澳洲坎培拉大學 、香港浸會大學
- 學位/學歷：博士
- 主要成就：連續2019和2023五年入選史丹福大學全球前2%高被引學者“年度影響力”榜單
- 英文名：Mark Feng Teng
- 職稱：副教授
研究領域,代表論文,期刊特刊,學術專著,社會活動,主講課程,
研究領域
二語習得
元認知，工作記憶
代表論文
同行評議論文
1. Teng, F., & Cui, Y. (2023). Comparing incidentallearning of single words and collocations from different captioning conditions:The role of vocabulary knowledge and working memory. Journal of Computer Assisted Learning. (SSCI)
2. Teng, F. (2023). Incidental vocabulary learning fromcaptioned video genres: Vocabulary knowledge, comprehension, repetition, andworking memory. Computer Assisted Language Learning. DOI:10.1080/09588221.2023.2275158 (SSCI)
3. Teng, F. (2023). Exploring self-regulated vocabulary learning strategies,proficiency, working memory, and vocabulary learning through word-focusedexercises. The Language Learning Journal. doi.org/10.1080/09571736.2023.2267575(ESCI)
4. Teng, F., & Fang, F. (2023). Language Learning forlanguage minority students in a globalized world. Australian Review of Applied Linguistics, 46(2), 131-139. (ESCI)
5. Teng, F. (2023). OnlineExtensive Reading in EAP Courses: Expanding on Zhou and Day (2021). Readingin a Foreign Language, 35(2), 293–300. (ESCI)
6. Teng, F., & Zhang, L. J. (2023). Ethnic minoritymultilingual young learners’ longitudinal development of metacognitiveknowledge and breadth of vocabulary knowledge. Metacognition and Learning. DOI:10.1007/s11409-023-09360-z(SSCI)
7. Teng, F., & Mizumoto, A. (2023). Therole of spoken vocabulary knowledge in language minority students’ incidentalvocabulary learning from captioned television. Australian Review of Applied Linguistics. https://www.jbe-platform.com/content/journals/10.1075/aral.22033.ten (ESCI)
8.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 (SSCI)
9.Teng, F. (2023).Effectiveness of captioned videos for incidental vocabulary learning andretention: The role of working memory. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2023.2173613 (SSCI)
10. 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 (SSCI)
11. Zou, D., & Teng, F.(2023). Effects of tasks and multimedia annotations on vocabulary learning. System. https://doi.org/10.1016/j.system.2023.103050 (SSCI)
12. Teng, F., & Wu, G.(2023). An Investigation of Learners’ Perceived Progress During OnlineEducation: 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 (SSCI)
13. Teng, F., Reynolds, B.,& Xuan, H. (2023). Social participation and identity change during studyabroad: British sojourners in China. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12476 (SSCI)
14. Teng, F. (2022).Incidental vocabulary learning from captioned videos: Learners' priorvocabulary knowledge and working memory. Journal of Computer Assisted Learning. Doi: 10.1111/jcal.12756 (SSCI)
15. 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 (SSCI)
16. Teng, F. (2022). Theeffectiveness of multimedia input on vocabulary learning and retention. Innovation in Language Learning and Teaching. Doi 10.1080/17501229.2022.2131791(SSCI)
17.Qi,S, Teng, F., & Fu, A. (2022). LexCH: A Quick and Reliable ReceptiveVocabulary Size Test for Chinese Learners. Applied Linguistics Review. https://doi.org/10.1515/applirev-2022-0006(SSCI)
18. 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. (SSCI)
19. Teng, F. (2022). The roles of L2 proficiency level and working memory on vocabulary learning from word-focused exercises. RELC Journal (SSCI)
20. Teng, F., & Wang, C. (2022). Assessing academic writing self-efficacy belief and writing performance in a foreign language context. Foreign Language Annals. (SSCI)
21. Teng, F. (2022). Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System. (SSCI)
22. Yip. J., Huang, J., & Teng, F. (2022). Identity and emotion of university English teachers during curriculum reform in China. Language, Culture, Curriculum. (SSCI).
23. Wang, C., Teng, F., & Liu, S. (2022). Psychosocial profiles of university students’ emotional adjustment, perceived social support, self-efficacy belief, and foreign language anxiety during COVID-19. Educational and Developmental Psychologists. (ESCI).
24. 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. (SSCI) doi.org/10.1515/iral-2021-0130
25. Reynolds, B. L., & Teng, F. (2021). Incidental and informal vocabularylearning: Introduction to the special issue. TESOL Journal, 12 (3), 1-7. (ESCI) DOI: 10.1002/tesj.642
26. Teng, F. (2021). Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: A latent growth curve modelling approach. Language Awareness. (SSCI)
27. 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. (SSCI)
28. 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. (SSCI)
29. Teng, F., & Zhang, D. (2021). Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition. Language Teaching Research. (SSCI)
30. 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. (SSCI) DOI: 10.1007/s11409-021-09278-4c
31. 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.
32. Teng, F., Wang, C., & Wu, G. (2021). Metacognitive strategies, language learning motivation, self-efficacy belief, and English achievement: A structural equation modelling approach. RELC Journal. (SSCI) doi.org/10.1177/00336882211040268
33. 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. (SSCI)
34. Wu, G., Teng, F., & Miller, L. (2021). Challenges in a mobile English telecollaborative project: towards a conceptual model. Australasian Journal of Educational Technology. (SSCI)
35. Teng, F. (2021). Effects of individual and group metacognitive prompts on tertiary-level students’ metacognitive awareness and writing outcomes. The Asia-Pacific Education Researcher. (SSCI) doi.org/10.1007/s40299-021-00611-8
36. 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. (SSCI)
37. Teng, F. (2021). The effectiveness of incorporating metacognitive prompts incollaborative writing on academic English writing skills. Applied Cognitive Psychology, 35(3),659-673. (SSCI) DOI: 10.1002/acp.3789
38. Teng, F. (2021). Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes. Porta Linguarum, 31, 61-76. (SSCI, AHCI) DOI
39. 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. (SSCI)
40. Teng, F., & Wu, G. (2021). Tea or tears: online teaching during the COVID-19 pandemic. Journal of Education for Teaching, 47(2), 290-292. (SSCI)
41. Teng, F. (2020). Vocabulary learning through videos: Captions, advance-organizer strategy, and their combination. Computer Assisted Language Learning. (SSCI) Doi:10.1080/09588221.2020.1720253
42. 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. (SSCI)
43. 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. (SSCI)
44. Teng, F. (2020). The effectiveness of group, pair and individual output tasks on learning phrasal verbs. The Language Learning Journal, 48(2), 187-200. 28. Teng, F. (2020). Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns. System, 97, 102426. (SSCI)
45. Kong, A., & Teng, F. (2020). The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers. Applied Linguistics Review. (SSCI) DOI
46. Teng, F. (2020). Effects of cooperative–metacognitive instruction on EFL learners’ writing and metacognitive awareness. Asia Pacific Journal of Education. (SSCI) DOI: 10.1080/02188791.2020.1835606
47. 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. (SSCI) Doi: 10.1016/j.stueduc.2020.100870
48. Teng, F. (2020). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54, 29-39. (SSCI) DOI: 10.1111/lit.12181
49. 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. (SSCI)
50. Teng, 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 (SSCI)
51. Teng, F. (2019). Maximizing the potential of captions for primary school ESL students’ comprehension of English-language videos. Computer Assisted Language Learning, 32(7), 665-691Doi: 10.1080/09588221.2018.1532912. (SSCI)
52. 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. (SSCI)
53. 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. (SSCI)
54. 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. (ESCI)
55. Kao, C. W., & Reynolds, B., & Teng, F. (2019). What we need to know about student writers’ grammar learning and correction. Applied Linguistics Review. (SSCI) DOI
56. 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. (SSCI) DOI
57. Teng, 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. (SSCI) DOI
58. Teng, F. (2019). The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in Language Learning and Teaching. (SSCI)
59. Bui, G., & Teng, F. (2019). Exploring complexity in L2 and L3 motivational systems: A dynamic systems theory perspective. The Language Learning Journal. (ESCI) Doi:10.1080/09571736.2019.1610032
60. 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. (SCOPUS)
61. 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. (SSCI)
62. 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. (SSCI)
63. Teng, F., & Bui, G. (2018). Thai university students studying in China: Identity, imagined communities, and communities of practice. Applied Linguistics Review. (SSCI) DOI
64. Bui, G., & Teng, 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. (ESCI)
65. Man, L., Bui, G., & Teng, F. (2018). From second language to third language learning: Exploring a dual-motivation system among multilinguals. Australian Review of Applied Linguistics, 41, 63-91. (ESCI)
66. Chen, X., & Teng, 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. (ESCI)
67. Teng, F. (2017). Flipping the classroom and tertiary level EFL students’ academic performance and satisfaction. The Journal of Asia TEFL, 14(4), 605-620. (ESCI)
68. Teng, F. (2016). The Effects of Word Exposure Frequency on Incidental Learning of the Depth of Vocabulary knowledge. GEMA Online Journal of Language Studies,16(3),53-70. (SCOPUS)
69. Teng, F. (2016). An in-depth investigation into the relationship between vocabulary knowledge and academic listening comprehension. TESL-EJ, 20 (2), 1-17. (SCOPUS)
70. 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. (SSCI)
71. Teng, F. (2015). Extensive reading plus explicit vocabulary exercises: Is it better than extensive reading-only? Malaysian Journal of ELT Research, 11(2), 82-101.
72. Teng, F. (2014). Incidental vocabulary learning by assessing frequency of word occurrence in a Graded Reader: Love or money. Language Education and Acquisition Research Network (LEARN) Journal, 7(2), 36-50. (Scopus)
期刊特刊
客座主編國際期刊特刊
1. Teng, F., Fang, F., & Li, C. (Special issue). Multilingual education and practices for ethnolinguistic minority students in China. Journal of Multilingual and Multicultural Development. (SSCI, Impact factor, 1.639)
2. Teng, F. & Reynolds, B. (Special issue). Incidental vocabulary learning in practice. Asian Journal of English Language Teaching.
3. Teng, F., & Fang, F. (Special issue). Literacy development for ethnolinguistic minority students in China. Chinese Journal of Applied Linguistics. (Scopus/ESCI)
4. Reynolds, B. L., & Teng, F. (2021) (Special issue). Informal and incidental vocabulary learning. TESOL Journal. (Scopus/ESCI)
5. Reynolds, B. L., & Teng, F. (2021) (Special issue). Teaching English reading and writing to young learners. Studies in Second Language Learning and Teaching. (SSCI)
6. Teng, F. (2019). (Special issue). Promoting metacognitive strategy-focused instruction for EFL/L2 writing: Orientation, practice, and performance. Journal of Writing Research, 11(2). (Scopus/ESCI)
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.
學術專著
1. Teng, F., & Reynolds, B. L. (eds.) . Researching incidental vocabulary learning in a second language. London: Routledge.
2. Wen, Z., Adriana B., Mailce B. M., & Teng, F. Cognitive individual differences in second language acquisition: Theory, assessment & pedagogy. Berlin: Mouton de Gruyter (Series: ‘Trends in Applied Linguistics’; Series Editors: Ulrike Jessner)
3. Teng, F. (2021). Language learning through captioned videos: Incidental EFL vocabulary acquisition. New York: Routledge.
4. Reynolds, B. L., & Teng, F. (2021). (eds.). Innovative approaches in Teaching writing to Chinese speakers. Berlin: De Gruyter Mouton.
5. Teng, F., & Wang, L. (2020). Identity, motivation, and multilingual education in Asian contexts. London: Bloomsbury.
6. Reynolds, B. L., & Teng, F. (2019). (eds.) English literacy instruction for Chinese speakers. Singapore: Palgrave Macmillan.
7. Teng, F. (2019). Autonomy, agency, and identity in teaching and learning English as a foreign language. Singapore: Springer.
學術書籍章節：
1. Teng, F., & Uchihara, T. Factors affecting incidental vocabulary learning. In F. Teng. & B. L. Reynolds (eds). Researching incidental vocabulary learning in a second language. London: Routledge.
2. 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: De Gruyter Mouton.
3. 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.
4. 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.
5. 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.
6. Reynolds, B. L., & Teng, F. (2021). Teaching English writing in Chinese speaking regions. In B. L. Reynolds & F. Teng. (eds.). Innovative approaches in Teaching writing to Chinese speakers (pp.1-18). Berlin: De Gruyter Mouton.
7. Reynolds, B. L., & Teng, F. (2021). Practice and future directions for developing Chinese speakers’ English writing across different education levels. In B. L. Reynolds & F. Teng. (eds.). Innovative approaches in Teaching writing to Chinese speakers (pp.257-270). Berlin: De Gruyter Mouton.
8. 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.
9. 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.
10. 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.
11. 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.
社會活動
受邀國際會議發言
1. Teng, F. (2021). Assessment of metacognitive strategies, language learning motivation, self-efficacy belief, perceived progress, and English learning achievement during COVID-19 online learning. 1st International Symposium on virtual assessment tools, challenges, and way forward.
2. Teng, F. (2019). Multilingual Education in Asian Contexts: Opportunities, Challenges, and Future Development. Research Cluster Fund Project R3899 and CRLLS seminar series 2019. The Education University of Hong Kong. August 29.
3. Teng, F. (2017). “Tensions, constraints, and opportunities in balancing research and teaching duties: Crossing the love-hate line”. GTA forum on “Maximizing the Impact of Graduate Teaching Assistants – Effective Training and Development Programmes”. The University of Hong Kong. June 29.
4. Teng, F. (2017). “Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition”. Hong Kong Association of Applied Linguistics. June 21.
5. Teng, F. (2016). “Flipping the Classroom and Chinese Tertiary Level EFL Students’ Academic Performance and Satisfaction.” Laureate-Cambridge Online Language Learning Research Network. Oct. 7th.
國際會議參會
1. Teng, F., & Wang, L. (2019). "Identity, motivation, and multilingual education in Asian contexts". The International Conference on Multilingual Acquisition and Multilingual Education (IConMAME) 2019. The Education University of Hong Kong. June 22-23.
2. Teng, F., & Huang, J. (2019). Understanding identities-in-practice, identities-in-discourse, and identities-in-activity: Experiences of higher-education-based English lecturers in mainland China. Inaugural Conference on Language Teaching and Learning: Cognition and Identity. The Education University of Hong Kong. June 28-29.
3. Teng, F. (2018). "Thai university students studying Chinese in China: Language learning and identity development". 2018 Australian Associate of Applied Linguistics (ALAA) Conference. University of Wollongong, Australia. November 26-28.
4. Teng, F. (2018). "Thai university students studying Chinese in China: Identity, imagined communities, and communities of practice". 2018 International Conference on Bilingual Learning and Teaching. The Open University of Hong Kong. Hong Kong, China. October 25-27.
5. Teng, F. (2018). "Understanding identities of English language lecturers in mainland China: A multiple case study". The 23rd PAAL international conference, Juntendo University, Tokyo, Japan. August 21-23.
6. Teng, F., & Huang, J. (2018). “Understanding identities of English language lecturers in mainland China”. The 16th Asia TEFL conference. University of Macau. June 27-29.
7. Teng. F. (2018). “Embedding metacognitive instruction in writing course for Chinese EFL students’ English writing”. The International Conference on English Language Education in the Chinese Context. Hong Kong Education University. May 4-5.
8. Teng, F. (2018). “Academic discourse socialization of a Chinese doctoral student in Hong Kong: A narrative inquiry of identity construction in academic communities of practice.” The First Joint Symposium on Education by Hong Kong Baptist University and Hiroshima University. March 17th.
9. Teng, F. (2016). “Immediate and delayed effects of metacognitive support on Chinese EFL students’ writing performance and regulation of cognition.” Paper presented at the 11th International Symposium on Teaching English at Tertiary Level. Hong Kong Polytechnic University. December 9-10.
10. Teng, F. (2016). “The effectiveness of embedded metacognitive instruction on EFL students’ English writing and regulation of cognition.” Paper presented at the 1st International Tertiary Education Language & Innovation Conference (ITELIC), University Putra Malaysia. August 2.
11. Teng, F. (2015). “Incidental Vocabulary Acquisition from Reading and Listening: The Effects of Word Exposure Frequency.” 13th Asia TEFL International Conference. Nanjing University. November 6-8.
12. He, F., & Teng, F. (2015). “Reading Strategies for Chinese EFL Students: Perceptions and Practices of Lexical Inferencing.” 13th Asia TEFL International Conference. Nanjing University. November 6-8.
13. Teng, F. (2015). “The effectiveness of extensive reading on EFL learners’ vocabulary learning.” Paper presented at the 3rd English Language Teaching International Conference, Macau S.A.R., P. R. China. January 31.
14. Teng, F. (2015). “Assessing frequency of word occurrence and incidental vocabulary Learning.” Paper presented at the 3rd English Language Teaching International Conference, Macau S.A.R., P. R. China. January 31.
15. Teng, F. (2014). “Assessing frequency of word occurrence in reading graded readers and EFL vocabulary Learning.” Paper presented at the 5th Hong Kong Association of Applied Linguistics (HAAL) Conference, Hong Kong S.A.R., P.R. China. June 7.
16. Teng, F., & Zhang, S. (2014). “Vocabulary growth for low-proficiency students through reading graded readers.” Paper presented at the 1st TRI-ELE International Conference, Bangkok, Thailand. June 20-21.
主講課程
1. Second Language Acquisition
2. Language and Mind
3. Sociolinguistics
4. Language and literacy
5. Second Language Research Methods
6. Language Teaching Methodology
7. English for Academic Purpose/Specific Purpose
8. English for Professional Communication
9. Curriculum development
10. Language Assessment
11. Research methods
12. Psycholinguistics
13. Teaching English in a global context
14. English as a global language
15. English language teaching in action
16. Multilingual education
17. Digital communication
18. Cognitive Linguistics
