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Lin Teng

Has grant

Zhejiang University

China

Research Interests

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Recent Grants

Grant: Close

Self-regulated learning theory and its applications to L2 learning and teaching

Open Date: 2021-12-01

Close Date: 2023-12-01

Grant: Close

A sociocognitive perspective on the dynamic development of students’ self-regulatory capacity in L2 writing contexts

Open Date: 2018-06-01

Close Date: 2023-06-01

Articles (16)

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2026

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2026

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2025

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2024

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2024

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2024

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2024

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2023

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2023

Collaborators (3)

Binghan Zheng

Professor in Chinese and Translation Studies

University of Durham

UNITED KINGDOM

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Peijian Sun

Research Professor (tenured)

Zhejiang University

CHINA

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Stuart McNaughton

Professor

University of Auckland

NEW ZEALAND

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ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Lin Teng

Research Interests

Make your next move.

Recent Grants

Articles (16)

Book review

Effects of Learners’ Proficiency Pairing on Task Engagement and Text Quality in L2 Digital Collaborative Writing

Unveiling the complex interactions of mindset, emotions, and self-regulated learning in EFL writing: A latent profile and network analysis

Revealing the complex system of self-regulation strategies, achievement emotions, and L2 grit in online English learning

The Role of Well‐Being and Grit in Metacognitive Self‐Regulation Among Language Teachers: Partial Least Squares Structural Equation Modeling

Unveiling conceptual dimensions of co-regulated learning strategies and interactions with self-regulation for EFL learners in collaborative learning

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

A school-wide digital programme has context specific impacts on self-regulation but not social skills

Achievement emotions in online language learning: domain-specific components and interactions with self-regulation strategies and language performance

Validating the multi-dimensional structure of self-efficacy beliefs in peer feedback for L2 writing: A bifactor-exploratory structural equation modeling approach

Longitudinal interactions of L2 learners’ motivations and strategic behavior in strategies-based writing instruction

Exploring Relationships of Job Satisfaction and Burnout with Turnover Intention Among Chinese English Language Teachers

The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling

Modeling the relationship between digital nativity and Smartphone usage in learning English as a foreign language contexts

Self-regulated Learning and Second Language Writing

Collaborators (3)

Binghan Zheng

Peijian Sun

Stuart McNaughton

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