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Citations (7)
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Read on this site (2)
Mark Feng Teng. (2023) Exploring self-regulated vocabulary learning strategies, proficiency, working memory and vocabulary learning through word-focused exercises. The Language Learning Journal 0:0, pages 1-18.
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Mark Feng Teng & Lawrence Jun Zhang. (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 0:0, pages 1-17.
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Articles from other publishers (5)
Mark Feng Teng & Atsushi Mizumoto. (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 0:0.
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Hye Won Shin, Sarah Sok & Juhyun Do. (2023) Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation. International Review of Applied Linguistics in Language Teaching 61:4, pages 1669-1695.
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Mark Feng Teng & Lawrence Jun Zhang. (2023) Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge. Metacognition and Learning.
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Costin O. Sorici, Claudia Sălceanu, Raluca S. Matei, Dragoș F. Sburlan, Adina Țiței & Mihai A. Gîrțu. (2023) An Extracurricular Project-Based Training Course in Innovation and Entrepreneurship Delivered to a Transdisciplinary Group of Students in Engineering, Social Sciences, Arts and Medicine. Education Sciences 13:10, pages 967.
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Sida Zhu & Cong Wang. (2022) Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language Learners. Frontiers in Psychology 13.
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