King, J. & Morris, S. (2022). Social interaction. In T. Gregersen & S. Mercer (Eds.), The Routledge Handbook of the Psychology of Language Learning (pp. 311-322). London: Routledge.  PDF

Maher, K. & King, J. (2022). Enhancing emotional engagement in speaking tasks: A cognitive-behavioural theory approach. In A. H. Al-Hoorie & F. Szabó (Eds.), Researching language learning motivation: A concise guide (pp. 135-152). London: Bloomsbury.

Mairitsch, A., Babic, S., Mercer, S. Jin, J. Sulis, G. & King, J. (2021). Being a student, becoming a teacher: The wellbeing of pre-service language teachers in Austria and the UK. Teaching and Teacher Education, 106, 1-11.

Smith, L. & King, J. (2020). Researching the complexity of silence in second-language classrooms. In R. J. Sampson & R. S. Pinner (Eds.), Complexity perspectives on researching language learner and teacher psychology (pp. 86-102). Bristol: Multilingual Matters.

Aubrey, S., King, J. & Almukhaild, H. (2020). Language learner engagement during speaking tasks: A longitudinal study. RELC Journal, OnlineFirst versionPDF

 

Maher, K. & King, J. (2020). Observing anxiety in the foreign language classroom: Student silence and nonverbal cues. Journal for the Psychology of Language Learning, 2, 116-142.  PDF  

Gkonou, C., Dewaele, J-M. & King, J. (2020). An introduction to the emotional rollercoaster of language teaching. In C. Gkonou, J-M. Dewaele & J. King, (Eds.), The emotional rollercoaster of language teaching (pp. 1-12). Bristol: Multilingual Matters.  PDF

Morris, S. & King, J. (2020). 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.), The emotional rollercoaster of language teaching (pp. 193-210). Bristol: Multilingual Matters.  PDF

King, J., Dewaele, J-M., & Gkonou, C. (2020). Concluding thoughts on the emotional rollercoaster of language teaching. In C. Gkonou, J-M. Dewaele & J. King, (Eds.), The emotional rollercoaster of language teaching (pp. 288-295). Bristol: Multilingual Matters.  PDF

Harumi, S. & King, J. (2020). An introduction to East Asian perspectives on silence in English language education. In J. King & S. Harumi (Eds.), East Asian perspectives on silence in English language education (pp. 1-16). Bristol: Multilingual Matters.  PDF

King, J., Yashima, T., Humphries, S., Aubrey, S. & Ikeda, M. (2020). Silence and anxiety in the English-medium classroom of Japanese universities: A longitudinal intervention study. In J. King & S. Harumi (Eds.), East Asian perspectives on silence in English language education (pp. 60-79). Bristol: Multilingual Matters.  PDF

​​Morris, S. & King, J. (2018). Teacher frustration and emotion regulation in university language teaching. Chinese Journal of Applied Linguistics, 41(4), 433-452. (Special issue ‘Emotions in second language teaching: Theory, research and teacher education’).  PDF

 

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

 

Smith, L. & King, J. (2018). Silence in the foreign language classroom: The emotional challenges for L2 teachers. In J. D. Martinez Agudo (Ed.), Emotions in second language teaching (pp. 323-340). Dordrecht: Springer.  PDF

 

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.  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.  PDF

 

Smith, L. & King, J. (2017). A dynamic systems approach to wait time in the second language classroom. System, 68, 1-14.  PDF

 

King, J. & Smith, L. (2017). Social anxiety and silence in Japan’s tertiary foreign language classrooms. In C. Gkonou, M. Daubney, & J-M. Dewaele (Eds.), New Insights into Language Anxiety: Theory, Research and Educational Implications (pp. 92-110). Bristol: Multilingual Matters.  PDF

 

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.  PDF

 

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.  PDF

 

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.  PDF

 

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.  PDF

 

King, J. (2013). Silence in the second language classrooms of Japanese universities. Applied Linguistics, 34(3), 325-343.  PDF

 

King, J. & Marsden, E. M. (2013). The Instruments for Research into Second Languages (IRIS) digital repository: Jim King interviews Emma Marsden about a new online research resource. The Language Teacher, 37(2), 35-38.  PDF