Publications

King, C. (2012). Slowing it down: Learner Perceptions of Authentic Listening Materials. ACTA International TESOL Conference, Cairns, Australia.

East, M., and King, C. (2012). L2 learners' engagement with high stakes listening tests: Does technology have a beneficial role to play? The CALICO Journal, ISSN 0742-7778 (Vol. 29(2)).

King, C. (2011). Fostering Self-directed Learning through Guided Tasks and Learner Reflection. Studies in Self-Access Learning Journal, ISSN 2185-3762 (Vol. 2(4)).

King, C. (2011). "The speaker said too fast" - learner perceptions of slowing down authentic listening materials. International eLearning Futures Conference, November 30th, Unitec, Auckland, New Zealand.

King, C., and East, M. (2011). Learners' interaction with listening tasks: Is either input repetition or a slower rate of delivery of benefit? New Zealand Studies in Applied Linguistics (Vol. Vol. 17 Issue 1).

King, C. (2010). Authentic Listening Materials: Slowing Things Down. TESOL Affiliate News (Vol. February).

King, C., and East, M. (2009). Supporting L2 Learners as they prepare for high-stakes listening tests. Participation and Acquisition: The Applied Linguistics Assocations of NZ and Australia, Auckland.

King, C. (2009). Authentic listening materials: slowing things down. TESOLANZ Newsletter (Vol. 18(1)).

King, C., and East, M. (2008). Classroom use of slowed-down authentic listening texts. New Zealand Language Teacher (Vol. 34).

King, C. (2008). Successful classroom tasks. CLESOL Retold Language Teacher's Symposium, Auckland.

King, C. (2008). Successfully designing and implementing classroom tasks. 11th National Conference for Community Languages and ESOL (CLESOL 2008), Auckland.

East, M., and King, C. (2008). Implications of technology for L2 listening tests. 33rd Annual Congress of the Applied Linguistics Association of Australia (ALAA 2008), Sydney.

East, M., and King, C. (2007). Assessing aural literacy: Are standard listening tests too fast? 14th Symposium of the Applied Linguistics Association of New Zealand (ALANZ) 'The A to Z of literacies and learners', Palmerston North, New Zealand.

King, C., and East, M. (2007). Are ESOL listening tests too fast? Test-taker perceptions and performance on listening tests of different speeds. Language, Education and Diversity 2nd International Conference (LED 2007), Hamilton, New Zealand.

King, C. (2007). Powerpoint as a tool for grammar presentation. Scott, A. Conference Proceedings of the 10th Community Languages and English for Speakers of Other Languages (CLESOL) Conference (Vol. CD Rom).

King, C. (2007). L2 learner perceptions and usage of time expanded (slowed-down) listening texts. Advancing Knowledge in Applied Linguistics: ALANZ Auckland/Waikato Regional Seminar, Auckland.

King, C. (2006). Powerpoint as a tool for grammar presentation. CLESOL Retold Conference, Auckland.

King, C. (2006). Classroom use of time - expanded authentic listening texts. CLESOL 2006 Conference 'Origins and connections: Linking theory, research and practice', Napier.

King, C. (2006). Slowing down audio and video clips. AKTESOL e-learning workshops, Auckland.

King, C. (2005). Successfully implementing and exploiting split-reading tasks. In J. Major & J. Howard (Eds.), CLESOL 2004: Refereed conference proceedings of the 9th Community Languages and English for Speakers of Other Languages conference (CD Rom ed.). Christchurch: CLESOL 2004. Paper presented at the Ninth National Community Languages and ESOL (English to Speakers of Other Languages) conference (CLESOL 2004), 24-27 September 2004, Christchurch.

King, C. (2005). Fostering self directed learning through guided tasks and learner reflection. Presented to the 2nd Independent Learning Association Oceania Conference, 9-12 September, Auckland.

King, C. (2004). The practical use of split-reading tasks in the ESOL classroom. Presented to the AKTESOL Seminar evening: Focus on reading, 13 May, Auckland.