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Showing 1 - 10 results of 29 for Mark Bond

Bridging the communication divide: CMC and deaf individuals’ literacy skills
...Mark Bond, University of Texas at Austin and pepnet2 Deaf individuals frequently capitalize upon communication technologies that increase equitable access to communication in an ongoing, effortless...

by Carrie Lou Garberoglio, Duncan Dickson, Stephanie Cawthon, Mark Bond
in Volume 19 Number 2, June 2015

Review of Technology-assisted language assessment in diverse contexts: Lessons from the transition to online testing during COVID-19
...Bond et al., 2021). In the edited book, Technology-Assisted Language Assessment in Diverse Contexts: Lessons from the Transition to Online Testing During COVID-19 (Sadeghi, 2023), the editor and the...

by Mina Hashemi
in Volume 28 Number 1, 2024

Facebook-photovoice interface: Empowering non-native pre-service English language teachers
...bonding “An efficient communication and bonding media among the participants; all information and updates were accessible and this made learning easier. When I had problems and questions, I could ...

by Jessie Grace U. Rubrico, Fatimah Hashim
in Volume 18 Number 3, October 2014

Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment
...marking, an independent marker was recruited to mark one set of the students’ work. The independent marker is an ESL graduate student with a score of 9 on the IELTS Academic Test. The marker had pre...

by Yau Wai Lam, Khe Foon Hew, Chengyuan Jia
in Volume 26 Number 1, 2022

The role of tasks in promoting intercultural learning in electronic learning networks
...Mark, though in a very careful manner ("I agree a little bit with Mark. It is difficult to describe people." [Project A: Stevens, Wendy, e-mail 2-4-99]), or excused themselves for Mark's words (Proj...

by Andreas Müller-Hartmann
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies

Review of Streaming Speech
...marked by some common regional and cultural variations. This choice of example voices, though probably offering too little spoken language for a full listening course and a full sensitisation to the r...

by Andrew Lion
in Volume 08 Number 2, May 2004

The types and effects of peer native speakers’ feedback on CMC
...bonds with their peers, finding affective, goal-oriented feedback more suitable despite the explicit instructions from the instructors to provide feedback on their peers’ language use. In fact, affe...

by María Belén Díez-Bedmar, Pascual Pérez-Paredes
in Volume 16 Number 1, February 2012

Using digital stories to improve listening comprehension with Spanish young learners of English
...Bond, 2001; Whitehurst & Lonigan, 1998; Wright, 2000). They are associated with feelings and memories, as they are a distinctive manifestation of cultural values and perceptions. Besides, they prese...

by Dolores Ramírez Verdugo, Isabel Alonso Belmonte
in Volume 11 Number 1, February 2007 Special Issue on Technology and Listening Comprehension

Multilateral online exchanges for language and culture learning
...bonds among learners” (Augar, Raitman, Lanham, & Zhou, 2006, p. 79). As is reflected in the special issue articles, task design and e- facilitation are particularly challenging in a telecollaborative...

by Tim Lewis, Thierry Chanier, Bonnie Youngs
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning

Autonomous Language Learning
...Bond has created a Web accessible version of a questionnaire on successful language learners, broken down in sections dealing with language background, learning strategies, and motivational factors....

by Robert Godwin-Jones
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments