- Current students
Head of School, Bridgepoint
School of Bridgepoint
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. (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. (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. (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., 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.
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. (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.