Lin Sophie Teng
Biographic Data
| ID | 3076040 |
|---|---|
| NAME | Lin Sophie Teng |
| GIVEN NAMES | Lin Sophie |
| FAMILY NAME | Teng |
| SIGNATURE | TENG L S |
| AFFILIATIONS | Zhejiang University |
| ORCID | 0000-0001-7488-6551 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Revealing the complex system of self-regulation strategies, achievement emotions, and L2 grit in online English learning
This study advances our understanding of the complex interplay of self-regulated learning (SRL) strategies, achievement emotions, and second language (L2) grit in online English learning from a complex systems perspective. A cohort of 263 Chinese non-English majors completed self-report questionnaires once they finished a 16-week online English course. Using psychological network analysis (PNA), a novel method for exploring psycho-emotional trait…
Unveiling the complex interactions of mindset, emotions, and self-regulated learning in EFL writing: A latent profile and network analysis
Effects of Learners’ Proficiency Pairing on Task Engagement and Text Quality in L2 Digital Collaborative Writing
This experimental study investigates how pairing learners by English proficiency shapes task engagement and text quality in L2 digital collaborative writing (CW). We captured both self‐perceived and observed task engagement in a digital CW task through multiple data sources: a self‐report questionnaire, multimodal interaction logs, and collaborative artifacts. A cohort of thirty‐six undergraduates from a top‐tier Chinese university was grouped in…
Can GenAI-empowered feedback promote L2 learners’ self-regulation strategic behavior and writing performance
Can digital collaborative writing intervention promote L2 learners’ writing performance and co-regulated learning: A mixed-methods design
Unraveling the Impact of Linguistic Complexity on L2 German Writing Performance Among Chinese Learners: A Cross‐Genre Comparison
This study investigated how linguistic complexity indicators predicted writing performance in German as a foreign language (L2 German), focusing on potential similarities and differences across argumentative and expository genres. By analyzing 4,177 essays written by second‐year German majors with intermediate proficiency in China, we conducted multiple regression analyses to explore the predictive effect. Thirteen linguistic complexity indicator…
The Role of Well‐Being and Grit in Metacognitive Self‐Regulation Among Language Teachers: Partial Least Squares Structural Equation Modeling
Teachers are expected to maintain positive well‐being and strong teacher grit, along with appropriate use of self‐regulation strategies to enhance their teaching effectiveness and promote professional development. However, there is insufficient inquiry into the contribution of well‐being and grit to teachers' metacognitive self‐regulation (MSR) in foreign language teaching. Informed by the EMPATHICS model, this study investigated the interplay be…
Achievement emotions in online language learning: Domain-specific components and interactions with self-regulation strategies and language performance
Although previous research has underscored the crucial impact of discrete emotions on language learning, scant attention has been given to exploring domain-specific multiple achievement emotions experienced by second/foreign language (L2) learners in digital learning environments. This study aims to bridge the gap by validating a questionnaire to measure multiple achievement emotions experienced by Chinese English as a foreign language (EFL) lear…
Longitudinal interactions of L2 learners’ motivations and strategic behavior in strategies-based writinginstruction: A self-regulated learning perspective
Strategic behavior for self-regulated learning (SRL) is crucial for academic success in L2 writing. Yet little is known about how learners’ motivation-related factors develop as their strategic behavior progresses during classroom instruction in L2 writing contexts. Informed by SRL theory, this longitudinal case study adopted multiple assessment approaches to explicating the development trajectories of two Chinese L2 writers’ motivational factors…
The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling
Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions
Recognized as an essential component of 21st century skills, self-regulation, also as a robust and vibrant theory, has been extensively researched in the field of education psychology for many decades. However, it is an area of research whose theoretical principles that drive the research work have not been sufficiently applied to the field of second language acquisition (SLA), applied linguistics, or foreign language education. Inspired by the h…
Feedback engagement of Chinese international doctoral students
Despite the burgeoning research on feedback, we know little about the ways in which students engage with supervisory feedback in doctoral writing – a crucial element for understanding students’ feedback uptake. To address this issue, this study uses text analysis and semi-structured interviews to explore Chinese international doctoral students’ engagement with supervisory feedback from invisible and overt dimensions [Handley, Karen, Margaret Pric…
Why so nervous? Revisiting the sources of speech anxiety in Chinese as a second language
Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference
A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts
Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language
Conceptualizing Writing Self‐Efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling
This study was designed to validate a multidimensional structure of writing self‐efficacy in English as a foreign language contexts, conceptualized in self‐regulated learning theory and social cognitive theory. The Second Language Writer Self‐Efficacy Scale was developed and evaluated through a series of rigorous validation procedures. The researchers collected data from 609 university students in China. Confirmatory factory analyses through stru…
Profiling Perceptual Learning Styles of Chinese as a Second Language Learners in University Settings
A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies
This study aimed to validate a newly‐developed instrument, The Writing Strategies for Self‐Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluat…
Understanding Language Teachers’ Motivations Towards Research
Conceptualizing Writing Self‐Efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling
This study was designed to validate a multidimensional structure of writing self‐efficacy in English as a foreign language contexts, conceptualized in self‐regulated learning theory and social cognitive theory. The Second Language Writer Self‐Efficacy Scale was developed and evaluated through a series of rigorous validation procedures. The researchers collected data from 609 university students in China. Confirmatory factory analyses through stru…
Why so nervous? Revisiting the sources of speech anxiety in Chinese as a second language
A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts
Profiling Perceptual Learning Styles of Chinese as a Second Language Learners in University Settings
The Role of Well‐Being and Grit in Metacognitive Self‐Regulation Among Language Teachers: Partial Least Squares Structural Equation Modeling
Teachers are expected to maintain positive well‐being and strong teacher grit, along with appropriate use of self‐regulation strategies to enhance their teaching effectiveness and promote professional development. However, there is insufficient inquiry into the contribution of well‐being and grit to teachers' metacognitive self‐regulation (MSR) in foreign language teaching. Informed by the EMPATHICS model, this study investigated the interplay be…
The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling
Understanding Language Teachers’ Motivations Towards Research
A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies
This study aimed to validate a newly‐developed instrument, The Writing Strategies for Self‐Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluat…
Understanding Language Teachers’ Motivations Towards Research
Profiling Perceptual Learning Styles of Chinese as a Second Language Learners in University Settings
Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language
Conceptualizing Writing Self‐Efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling
This study was designed to validate a multidimensional structure of writing self‐efficacy in English as a foreign language contexts, conceptualized in self‐regulated learning theory and social cognitive theory. The Second Language Writer Self‐Efficacy Scale was developed and evaluated through a series of rigorous validation procedures. The researchers collected data from 609 university students in China. Confirmatory factory analyses through stru…
A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts
Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference
Feedback engagement of Chinese international doctoral students
Despite the burgeoning research on feedback, we know little about the ways in which students engage with supervisory feedback in doctoral writing – a crucial element for understanding students’ feedback uptake. To address this issue, this study uses text analysis and semi-structured interviews to explore Chinese international doctoral students’ engagement with supervisory feedback from invisible and overt dimensions [Handley, Karen, Margaret Pric…
Why so nervous? Revisiting the sources of speech anxiety in Chinese as a second language
Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions
Recognized as an essential component of 21st century skills, self-regulation, also as a robust and vibrant theory, has been extensively researched in the field of education psychology for many decades. However, it is an area of research whose theoretical principles that drive the research work have not been sufficiently applied to the field of second language acquisition (SLA), applied linguistics, or foreign language education. Inspired by the h…
Achievement emotions in online language learning: Domain-specific components and interactions with self-regulation strategies and language performance
Although previous research has underscored the crucial impact of discrete emotions on language learning, scant attention has been given to exploring domain-specific multiple achievement emotions experienced by second/foreign language (L2) learners in digital learning environments. This study aims to bridge the gap by validating a questionnaire to measure multiple achievement emotions experienced by Chinese English as a foreign language (EFL) lear…
Longitudinal interactions of L2 learners’ motivations and strategic behavior in strategies-based writinginstruction: A self-regulated learning perspective
Strategic behavior for self-regulated learning (SRL) is crucial for academic success in L2 writing. Yet little is known about how learners’ motivation-related factors develop as their strategic behavior progresses during classroom instruction in L2 writing contexts. Informed by SRL theory, this longitudinal case study adopted multiple assessment approaches to explicating the development trajectories of two Chinese L2 writers’ motivational factors…
The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling
Can digital collaborative writing intervention promote L2 learners’ writing performance and co-regulated learning: A mixed-methods design
Unraveling the Impact of Linguistic Complexity on L2 German Writing Performance Among Chinese Learners: A Cross‐Genre Comparison
This study investigated how linguistic complexity indicators predicted writing performance in German as a foreign language (L2 German), focusing on potential similarities and differences across argumentative and expository genres. By analyzing 4,177 essays written by second‐year German majors with intermediate proficiency in China, we conducted multiple regression analyses to explore the predictive effect. Thirteen linguistic complexity indicator…
The Role of Well‐Being and Grit in Metacognitive Self‐Regulation Among Language Teachers: Partial Least Squares Structural Equation Modeling
Teachers are expected to maintain positive well‐being and strong teacher grit, along with appropriate use of self‐regulation strategies to enhance their teaching effectiveness and promote professional development. However, there is insufficient inquiry into the contribution of well‐being and grit to teachers' metacognitive self‐regulation (MSR) in foreign language teaching. Informed by the EMPATHICS model, this study investigated the interplay be…
Revealing the complex system of self-regulation strategies, achievement emotions, and L2 grit in online English learning
This study advances our understanding of the complex interplay of self-regulated learning (SRL) strategies, achievement emotions, and second language (L2) grit in online English learning from a complex systems perspective. A cohort of 263 Chinese non-English majors completed self-report questionnaires once they finished a 16-week online English course. Using psychological network analysis (PNA), a novel method for exploring psycho-emotional trait…
Unveiling the complex interactions of mindset, emotions, and self-regulated learning in EFL writing: A latent profile and network analysis
Effects of Learners’ Proficiency Pairing on Task Engagement and Text Quality in L2 Digital Collaborative Writing
This experimental study investigates how pairing learners by English proficiency shapes task engagement and text quality in L2 digital collaborative writing (CW). We captured both self‐perceived and observed task engagement in a digital CW task through multiple data sources: a self‐report questionnaire, multimodal interaction logs, and collaborative artifacts. A cohort of thirty‐six undergraduates from a top‐tier Chinese university was grouped in…
Can GenAI-empowered feedback promote L2 learners’ self-regulation strategic behavior and writing performance
Psychology (15 works) · EFL/ESL Teaching and Learning (14 works) · Innovative Teaching and Learning Methods (13 works) · Mathematics education (10 works) · Computer Science (8 works) · Cognition (7 works) · Structural equation modeling (7 works) · Linguistics (6 works) · Social Psychology (5 works) · Sociology (5 works)