| A questionnaire‐based validation of multidimensional models of self‐regulated learning strategies LS Teng, LJ Zhang The Modern Language Journal 100 (3), 674-701, 2016 | 274 | 2016 |
| Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language LS Teng, LJ Zhang Metacognition and Learning 13, 213-240, 2018 | 241 | 2018 |
| Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? LS Teng, LJ Zhang Journal of Second Language Writing 48, 100701, 2020 | 238 | 2020 |
| Conceptualizing writing self‐efficacy in English as a foreign language contexts: Scale validation through structural equation modeling LS Teng, PP Sun, L Xu Tesol Quarterly 52 (4), 911-942, 2018 | 134 | 2018 |
| Fostering strategic learning: The development and validation of the Writing Strategies for Motivational Regulation Questionnaire (WSMRQ) LS Teng, LJ Zhang The Asia-Pacific Education Researcher 25, 123-134, 2016 | 74 | 2016 |
| Can self-regulation be transferred to second/foreign language learning and teaching? Current status, controversies, and future directions LS Teng, LJ Zhang Applied Linguistics 43 (3), 587-595, 2022 | 65 | 2022 |
| Changes in teachers’ beliefs after a professional development project for teaching writing: two Chinese cases LS Teng Journal of Education for tEaching 42 (1), 106-109, 2016 | 63 | 2016 |
| Understanding language teachers' motivations towards research R Yuan, P Sun, L Teng Tesol Quarterly 50 (1), 220-234, 2016 | 59 | 2016 |
| Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing LS Teng Language Teaching Research 28 (2), 366-388, 2024 | 57 | 2024 |
| A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts LS Teng, RE Yuan, PP Sun System 88, 102182, 2020 | 45 | 2020 |
| How digital environments in schools might be used to boost social skills: Developing a conditional augmentation hypothesis S McNaughton, N Rosedale, RN Jesson, R Hoda, LS Teng Computers & Education 126, 311-323, 2018 | 40 | 2018 |
| Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment LS Teng Assessing Writing 53, 100645, 2022 | 34 | 2022 |
| Feedback engagement of Chinese international doctoral students L Xu, LS Teng, J Cai Studies in Continuing Education 43 (1), 119-135, 2021 | 18 | 2021 |
| Profiling perceptual learning styles of Chinese as a second language learners in university settings PP Sun, LS Teng Journal of psycholinguistic research 46, 1529-1548, 2017 | 17 | 2017 |
| Self-regulated learning and second language writing: fostering strategic language learners LS Teng Springer Nature, 2022 | 16 | 2022 |
| Why so nervous? Revisiting the sources of speech anxiety in Chinese as a second language PP Sun, LS Teng System 103, 102647, 2021 | 14 | 2021 |
| Exploring relationships of job satisfaction and burnout with turnover intention among Chinese English language teachers H Zhang, Y Shi, LS Teng The Asia-Pacific Education Researcher, 1-15, 2023 | 3 | 2023 |
| Self-regulated learning and language learning strategies LS Teng Self-regulated Learning and Second Language Writing: Fostering strategic …, 2022 | 2 | 2022 |
| A school-wide digital programme has context specific impacts on self-regulation but not social skills S McNaughton, NA Rosedale, T Zhu, LS Teng, R Jesson, J Oldehaver, ... E-Learning and Digital Media, 20427530231156282, 2023 | 1 | 2023 |
| Modeling the relationship between digital nativity and Smartphone usage in learning English as a foreign language contexts L Hui, LS Teng, F Guo Frontiers in Psychology 13, 1053339, 2023 | 1 | 2023 |
