BA, DipEFL Tchg, Cert ESTchg
Andrew, M., and Romova, Z. (2014). Teaching and learning academic writing: Narratives of future destinations. The TESOLANZ Journal, ISSN1172-9694 (Vol. 22).
Romova, Z., and Andrew, M. (2014). Teaching and learning academic writing: Narratives of future destinations. CLESOL 2014 Conference, Victoria University of Wellington.
Romova, Z., and Hetet, J. (2013). Letters to the editor: Results of corpus analysis. New Zealand Studies in Applied Linguistics, ISNN 1173-5562 (Vol. 18(2)).
Andrew, M. B., and Romova, Z. (2012). Genre, discourse and imagined communities: The learning gains of academic writing learners. Journal of Academic Language and Learning (Vol. 6 (1)).
Romova, Z., and Hetet, J. (2012). Using corpus analysis to investigate written civic genres. The 13th National Conference for Community Languages and ESOL, ITP Tertiary Institute, Palmerston North, New Zealand.
Andrew, M., and Romova, Z. (2012). Targeting the imagined communities implicit in genre-based Academic Writing Portfolios. Genre 2012 - Rethinking Genre Twenty Years Later: An International Conference on Genre Studies, Carlton University, Ontario, Canada.
Romova, Z. S., and Andrew, M. B. (2011). Learning and assessing for future imagined communities: Academic writing texts within portfolios. Conference Proceedings of Tertiary Writing Network Colloquium (Vol. April 2011).
Romova, Z. (2011). The place of content-based instruction in a tertiary EAL programme. New Zealand Studies in Applied Linguistics (Vol. 17(2), 2011).
Hetet, J., and Romova, Z. (2011). Using corpus analysis to investigate civic writing genres. Applied Linguistics as a Meeting Place: 2-nd Combined ALA/ALANZ Conference in Canberra, Australia, November 2011.
Romova, Z., and Brown, P. (2010). . Reflections on links between content and language-based courses in a tertiary English Language programme. Presentation at CLESOL Retold. Unitec Institute of Technology, Auckland. 3 December 2010.
Romova, Z., and Brown, P. (2010). . The role of content-based courses in a tertiary EAL programme. Presentation at CLESOL 2010: Context and Communication: Mediating Language Learning. Dunedin, NZ, 1-4 October 2010.
Romova, Z., and Andrew, M. (2010). Learning and assessing for future imagined communities: Academic Writing texts within portfolios. Presented at Tertiary Writing Network Colloquium: Writing the Future, Wellington, New Zealand.
Romova, Z., and Neville-Barton, P. (2007). I have a lot more to say than actually I am able to: A study of oral skills development of undergraduate EAL learners. New Zealand Studies in Applied Linguistics (Vol. 13 (2)).
Neville-Barton, P., Romova, Z., and Smith, J. (2006). Speaking skills at tertiary level: A study of the spoken language of undergraduate EAL students. CLESOL 2006 Conference 'Origins and connections: Linking theory, research and practice'.
Romova, Z. (2002). The three dimensions of grammar and the study of learners' 'approximative' syntactic system. In Ministry of Education and Science of Ukraine (Ed.), Exploring English as a Foreign Language: Challenges with Community (pp. 263-265). Paper presented at the 7th Teachers of English to Speakers of Other Languages Conference, 28-29 January, Ukraine.
Romova, Z. (2002). A study of learners' 'interlanguage' syntactic system. Presented to the Community Languages and English for Speakers of Other Languages, July, Wellington.
Romova, Z. (2002). Syntactic analysis: A road to better accuracy. In English Australia Pty. Ltd (Ed.), Proceedings of the 14th Annual English Australia Education Conference (pp. 175-180), 2001, Sydney.