Mark Feng Teng
Biography
Mark Feng Teng is an active researcher in the Applied Linguistics/TESOL community. He is currently Associate Professor at Beijing Normal University. He was the recipient of the 2017 Best Paper Award from the Hong Kong Association for Applied Linguistics (HAAL), as well as the Teaching Excellence Awards by the Education Bureau of China. His research portfolio mainly focuses on L2 vocabulary acquisition and metacognition in L2 writing. His publications have appeared in leading journals, including Applied Linguistics, TESOL Quarterly, Language Teaching Research, System, Applied Linguistics Review, Computer Assisted Language Learning, Computers & Education, Literacy, and Thinking Skills and Creativity, among others. His recent monographs were published by Routledge, Springer, and Bloomsbury. He also edited and co-edited special issues for several SSCI-index or Scopus-index journals.
Abstract
Assessment of metacognitive strategies, language learning motivation, self-efficacy belief, perceived progress, and English learning achievement during COVID-19 online learning
Against the backdrop of novel coronavirus 2019 (COVID-19), it is essential to explore virtual assessment tools. In this talk, I will highlight three variables, i.e., self-efficacy belief, motivation, and metacognitive strategies, which are crucial to online learning success. The purpose is to evaluate the interrelationship among self-efficacy belief, metacognitive strategies, language learning motivation, perceived progress, and English learning achievement. Data were collected from four surveys and an English test, with a focus on Chinese university students. In this talk, I will present findings of several studies based on structural equation modeling, including longitudinal mediation models and cross-lagged analysis. In particular, self-efficacy belief predicts English learning achievement. Language learning motivation and metacognitive strategies mediate the predictive effects of self-efficacy belief on English learning achievement. The findings show the potential of enhancing online English learning achievement by facilitating learners’ self-efficacy belief, motivation,
and metacognitive strategies. Implications can be gained for the COVID-19 context and beyond.