- Online Strategy Instruction for Integrating Dictionary Skills and Language Awareness
-
...Bonk, & Zeng, 2005). It
could also allow SI to share in the many benefits of CALL already enjoyed by other areas of L2
instruction, including convenient access, easier distribution and recycling of ...
by Jim Ranalli
in Volume 17 Number 2, June 2013
- Chinese EFL teachers' social interaction, socio-cognitive presence in synchronous computer-mediated communication
-
...Bonk, & Angeli,
1998; Henri, 1992), which, unfortunately, can hardly be incorporated into a phase-wise model that
focuses more on the cognitive development of the participants over time. Therefore, ...
by Heping Wu, Junde Gao, Weimin Zhang
in Volume 18 Number 3, October 2014
- Does comprehension of L2 television programs improve through regular classroom viewing?
-
...Bonk, 2000; Van Zeeland & Schmitt, 2013), and three for reading (Hu & Nation, 2000;
Laufer, 1989; Schmitt et al., 2011). In the case of Durbahn et al.’s (2020) study, which involved viewing
clips ...
by Geòrgia Pujadas, Stuart Webb
in Volume 29 Number 1, 2025
- Promoting dialogue or hegemonic practice? Power issues in telecollaboration
-
...Bonk, C. C. (2002). Cross-cultural comparisons of online collaboration. Journal of
Computer-Mediated Communication, 8(1). Retrieved from http://jcmc.indiana.edu/vol8/issue1/
kimandbonk.html
Kramsch...
by Francesca Helm, Sarah Guth, Mohammed Farrah
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Pre-service EFL teachers’ online participation, interaction, and social presence
-
...Bonk, and
Angeli (2000) analyzed participation patterns of college students in an online discussion and found
increasingly continuous and engaging discussions over time where learners contributed to...
by H. Müge Satar, Sumru Akcan
in Volume 22 Number 1, February 2018
- SMART Teacher Lab: A learning platform for the professional development of EFL teachers
-
...Bonk, C. J., & Kim, J. (2021). An investigation of under-represented MOOC populations:
Motivation, self-regulation and grit among 2-year college students in Korea. Journal of Computing in
Higher Edu...
by Heyoung Kim, Jang Ho Lee
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- The types and effects of peer native speakers’ feedback on CMC
-
...Bonk, & Jacobs, 2002; Wu & Hiltz, 2004).
Types of Effects of the Feedback on the Spanish Students
When considering the effects of the feedback on the Spanish students, they varied according to the ...
by María Belén Díez-Bedmar, Pascual Pérez-Paredes
in Volume 16 Number 1, February 2012
- Investigating the influence of video-dubbing tasks on EFL learning
-
...Bonk, M.
Lee, & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in
Corporate, Government, Healthcare, and Higher Education (pp. 4029–4034). Association for the
Advan...
by Heng-Tsung Danny Huang
in Volume 26 Number 1, 2022
- Using synchronous online peer response groups in EFL writing: Revision-related discourse
-
...Bonk and Dr. Anthony Lichi for reading earlier versions of this paper and to the reviewers and the editors
of this journal for providing valuable suggestions. Special thanks go to Dr. Carla Meskill f...
by Mei-Ya Liang
in Volume 14 Number 1, February 2010
- Twitter-based EFL pronunciation instruction
-
...Bonk & C. R. Graham (Eds.), Handbook of blended learning (pp. 3–21). San Francisco, CA: Pfeiffer.
Grosseck, G., & Holotescu, C. (2008). Can we use Twitter for educational activities?. In Proceedings ...
by José Antonio Mompean, Jonás Fouz-González
in Volume 20 Number 1, February 2016
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