Publications

Publications

Books and edited collections

  • Gkonou, C., Dewaele, J-M. & King, J. (Eds.) (forthcoming - 2019). Language teaching: An emotional rollercoaster. Bristol: Multilingual Matters.
  • King, J. & Harumi, S. (Eds.) (in preparation). Silence in Asian-Pacific language education.
  • King, J. (Ed.) (2015). The dynamic interplay between context and the language learner. Basingstoke: Palgrave Macmillan.
  • King, J. (2013). Silence in the second language classroom. Basingstoke: Palgrave Macmillan.
Journal articles, book chapters and other publications
  • Morris, S. & King, J. (forthcoming - 2019). Emotion regulation amongst university EFL teachers in Japan: The dynamic interplay between context and emotional behaviour. In C. Gkonou, J-M. Dewaele & J. King, (Eds.), Language teaching: An emotional rollercoaster. Bristol: Multilingual Matters.
  • King, J., Yashima, T., Humphries, S., Aubrey, S. & Ikeda, M. (in preparation). Silence and anxiety in the English-medium classroom of Japanese universities: A longitudinal intervention study.
  • Smith, L. & King, J. (2018). Silence in the foreign language classroom: The emotional challenges for L2 teachers. In J. D. M. Agudo (Ed.), Emotions in second language teaching (pp. 323-340). Dordrecht: Springer.
  • King, J. & Ng, K-Y. S. (2018). Teacher emotions and the emotional labour of second language teaching. In S. Mercer & A. Kostoulas (Eds.), Language teacher psychology (pp. 141-157). Bristol: Multilingual Matters.
  • Morris, S. & King, J. (2018). Teacher frustration and emotion regulation in university language teaching. Chinese Journal of Applied Linguistics, 41(4), 433-452. (Invited contribution to special issue ‘Emotions in second language teaching: Theory, research and teacher education’).
  • Kuklewicz, A. & King, J. (2018). “It’s never too late”: A narrative inquiry of older Polish adults’ English language learning experiences. TESL-EJ, 22(3). Online open access paper available at http://tesl-ej.org/pdf/ej87/a5.pdf
  • King, J. & Aono, A. (2017). Talk, silence and anxiety during one-to-one tutorials: A cross-cultural comparative study of Japan and UK undergraduates' tolerance of silence. Asia Pacific Education Review, 18(4), 489-499.
  • Smith, L. & King, J. (2017). A dynamic systems approach to wait time in the second language classroom. System, 68, 1-14.
  • King, J. & Smith, L. (2017). Social anxiety and silence in Japan’s tertiary foreign language classrooms. In C. Gkonou, J-M. Dewaele &, M. Daubney (Eds.), New Insights into Language Anxiety: Theory, Research and Educational Implications (pp. 92-110). Bristol: Multilingual Matters.
  • King, J. (2016). “It’s time, put on the smile, it’s time!”: The emotional labour of second language teaching within a Japanese university. In C. Gkonou, D. Tatzl, & S. Mercer (Eds.), New Directions in Language Learning Psychology (pp. 97-112). Dordrecht: Springer.
  • King, J. (2015). An introduction to the dynamic interplay between context and the language learner. In J. King (Ed.), The dynamic interplay between context and the language learner (pp. 1-10). Basingstoke: Palgrave Macmillan.
  • King, J. (2015). Classroom silence and the dynamic interplay between context and the language learner: A stimulated recall study. In J. King (Ed.), The dynamic interplay between context and the language learner (pp. 127-150). Basingstoke: Palgrave Macmillan.
  • King, J. (2014). Fear of the true self: Social anxiety and the silent behaviour of Japanese learners of English. In: K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 232-249). Clevedon: Multilingual Matters.
  • King, J. (2013). Silence in the second language classrooms of Japanese universities. Applied Linguistics, 34(3), 325-343.
  • King, J. & Marsden, E. M. (2013). The Instruments for Research into Second Languages (IRIS) digital repository. The Language Teacher, 37(2), 35-38.
  • King, J. (2009). Silence as a threat to cooperative learning in a Japanese intercultural education context. In N. Palaiologou (Ed.) Intercultural education: Paideia, polity, demoi. Cd-rom Proceedings of the International Association for Intercultural Education Conference. Athens, Greece: IAIE.
  • King, J. (2008). On ‘The psychology of the language learner: Individual differences in second language acquisition’ by Z. Dörnyei. TESL Canada Journal, 26(1), 112-114.
  • King, J. (2006). Good practice in educational research: An outline using four paradigms. The Journal of Inquiry and Research, 84, 203-212.
  • King, J. (2005). The discourse of silence in the Japanese EFL classroom. The Language Teacher, 29(10), 11-14.
  • King, J. (2005). On 'Silence in second language learning: A psychoanalytic reading' by Colette A. Granger. TESL Canada Journal, 22(2), 98-99.
  • King, J. (2005). Supervision and appraisal through classroom observation: Time for a change of approach. Explorations in Teacher Education, 13(3), 9-15.
  • King, J. (2005). The effect of cultural differences as a barrier to active and successful classroom discourse. Ehime University Journal of English Education Research, 4, 68-81.


Conference Presentations and Invited Talks

  • King, J. (2018). The emotional dimension of silence in the second language classroom. Invited talk, University of Essex, June 21, Colchester, UK.
  • King, J. (2018). An introduction to research on Japanese student silence in foreign language education. Invited talk, Fukuyama University, April 17, Fukuyama, Japan.
  • King, J. (2017). Emotional labour and teacher stress in foreign language teaching. Paper presented at the Language Education Across Borders Conference, December 8-10, University of Graz, Austria.
  • King, J. (2017). Silence and oral participation in Japanese university EFL classrooms. Invited talk, Kansai University, April 27, Osaka, Japan.
  • King, J. (2017). The end of the honeymoon: Culture shock, stress and sojourner adaptation for study abroad students. Invited talk, Kansai University, April 25, Osaka, Japan.
  • King, J. (2016). Researching L2 classroom silence using the Classroom Oral Participation Scheme (COPS). Invited talk, University of Graz, December 5, Graz, Austria.
  • King, J. (2016). Do I lose if I talk?: Silence in higher education in Japan and the UK. Invited talk, The Japan Foundation, November 16, London, UK.
  • King, J. (2016). Talk, silence and anxiety: An international comparative study
    of undergraduates’ tolerance of silence during one-to-one tutorials. Paper presented at the Individuals in Contexts: Psychology and Language Learning Conference, August 22-24, Jyväskylä, Finland.
  • King, J. (2016). A mixed methods investigation into the silent behaviour of Japanese learners of English in university classrooms. Invited talk, Kanda University of International Studies, April 22, Chiba, Japan.
  • King, J. (2016). Silence in the L2 classrooms of Japanese universities: Pedagogical implications and ideas for future research. Invited talk, Tokyo Discourse Group, Tokyo University, April 21, Tokyo, Japan.
  • King, J. (2016). Presenting research effectively: Academic writing seminar. Invited talk, Fukuyama University, April 7, Fukuyama, Japan.
  • King, J. (2016). Silence in Japan's second language classrooms: The dynamic interplay between context and learners. Invited talk, Oxford University Department of Education Public Seminar, February 15, Oxford, UK.
  • King, J. & Askham, J. (2014). Dynamic change in the autonomy of novice and early-career language teachers. Paper presented to the International Conference on Motivational Dynamics and Second Language Acquisition, August 28-30, Nottingham, UK.
  • King, J. (2014). Social anxiety and silence in the foreign language classroom. Paper presented to Matters of the Mind: Psychology and Language Learning Conference, May 29-31, Graz, Austria.
  • King, J. (2013). The true complexity of language learner silence in Japan: A mixed methods investigation. Paper presented to The American Association for Applied Linguistics (AAAL) 2013 Annual Conference, March 16-19, Dallas, TX.
  • King, J. (2011). The seductive state of saying nothing: A Dynamic Systems Theory investigation into language learner silence. Paper presented to New Dynamics of Language Learning 2011 Conference, June 6-9, Jyväskylä, Finland.
  • King, J. (2010). Reinterpreting silence in the second language classroom. Paper presented to The American Association for Applied Linguistics (AAAL) 2010 Annual Conference, March 6-9, Atlanta, GA.
  • King, J. (2007). Understanding and dealing with silence in the communicative classroom. Paper presented to The 15th Korea TESOL International Conference, October 27-28, Seoul, Korea.
  • King, J. & Lind, S. L. (2007). Cultural factors behind the in-class somnolent behaviour of university second-language learners. Paper presented to The 5th ASIA TEFL International Conference, June 8-10, Kuala Lumpur, Malaysia.
  • Rylander, J. & King, J. E. (2007). Implementing a video-based pragmatics method. Poster presented at The 17th International Conference on Pragmatics & Language Learning, March 26-28, Honolulu, Hawaii.

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