Booth, Paul and Clenton, Jon (2021) Conclusion: Vocabulary and the four skills : pedagogy and practice. In: Booth, Paul and Clenton, Jon, (eds.) Vocabulary and the four skills : pedagogy, practice, and implications for teaching vocabulary. Abingdon, U.K. : Routledge. pp. 223-229. (Routledge studies in applied linguistics) ISBN 9780367249977

Booth, Paul (2021) Lexical development paths in relation to academic writing. In: Booth, Paul and Clenton, Jon, (eds.) Vocabulary and the four skills : pedagogy, practice, and implications for teaching vocabulary. Abingdon, U.K. : Routledge. pp. 196-215. (Routledge studies in applied linguistics) ISBN 9780367249977

Clenton, Jon and Booth, Paul, eds. (2021) Vocabulary and the four skills: pedagogy, practice, and implications for teaching vocabulary. Abingdon, U.K. : Routledge. 236p. (Routledge studies in applied linguistics) ISBN 9780367249977

Booth, Paul (2021) Vocabulary and writing : current research, tools, and practices. In: Booth, Paul and Clenton, Jon, (eds.) Vocabulary and the four skills : pedagogy, practice, and implications for teaching vocabulary. Abingdon, U.K. : Routledge. pp. 173-177. (Routledge studies in applied linguistics) ISBN 9780367249977

Booth, Paul and Clenton, Jon (2020) Conclusion : first language backgrounds and multilingual lexicons : drawing the threads together. In: Booth, Paul and Clenton, Jon, (eds.) First language influences on multilingual lexicons. Abingdon, U.K. : Routledge. pp. 191-195. ISBN 9780367143497

Booth, Paul and Clenton, Jon, eds. (2020) First language influences on multilingual lexicons. Abingdon, U.K. : Routledge. 212p. ISBN 9780367143497

Clenton, Jon and Booth, Paul (2020) Introduction : first language influences on multilingual lexicons : pulling apart the threads. In: Booth, Paul and Clenton, Jon, (eds.) First language influences on multilingual lexicons. Abingdon, U.K. : Routledge. pp. 1-12. ISBN 9780367143497

Booth, Paul, Clenton, Jon and Van Herwegen, Jo (2020) L1-L2 semantic and syntactic processing : the influence of language proximity. In: Booth, Paul and Clenton, Jon, (eds.) First language influences on multilingual lexicons. Abingdon, U.K. : Routledge. pp. 35-52. ISBN 9780367143497

Wu, Shinian and Booth, Paul (2019) A comparative study of curricular models in English teacher training in international contexts. In: The European Conference on Language Learning; 19 - 21 Jul 2019, London, U.K.. (Unpublished)

Coultas, Valerie and Booth, Paul (2019) Exploratory talk and task-based learning : a case study of a student's learning journey on an MA (Education) English Language Teaching course. Changing English, 26(1), pp. 30-47. ISSN (print) 1358-684X

Booth, Paul, Clenton, Jon and Van Herwegen, Jo (2018) L1 – L2 semantic and syntactic processing : the influence of language proximity. System, 78, pp. 54-64. ISSN (print) 0346-251X

Coultas, Valerie and Booth, Paul (2018) Exploratory talk and task-based learning : a case study of a student’s learning journey on the MA English Language Teaching. In: London Second Language Acquisition Research Forum : Colloquium 2018; 02 Jun 2018, London, U.K.. (Unpublished)

Booth, Paul, Guinmard, Isabelle and Lloyd, Elizabeth (2017) The perceptions of a situated learning experience mediated by novice teachers' autonomy. The EUROCALL Review, 25(1), pp. 76-91. ISSN (online) 1695-2618

Clenton, Jon, Booth, Paul and Van Herwegen, Jo (2016) Determining the extent to which L1 learner choices influence the L2 : exploring semantic and syntactic choices. In: EuroSLA 26 : Looking back, looking forward: Language learning research at the crossroads; 24 - 27 Aug 2016, Jyvaskyla, Finland. (Unpublished)

Lloyd, Beth, Booth, Paul and Coultas, Valerie (2015) Collaborative pedagogies: online learning and classroom talk. In: Annual Festival of Learning 2015; 12-16 Jan 2015, Kingston, U.K.. (Unpublished)

Booth, Paul (2014) The variance of lexical diversity profiles and its relationship to learning style. International Review of Applied Linguistics in Language Teaching, 52(4), pp. 357-375. ISSN (print) 0019-042X

Booth, Paul and Lloyd, Beth (2014) From simulated online language learning and teaching to the real world. In: BAAL Language Learning and Teaching SIG Annual Conference; 03-04 Jul 2014, Leeds, U.K.. (Unpublished)

Booth, Paul (2013) Vocabulary knowledge in relation to memory and analysis: An approximate replication of Milton's (2007) study on lexical profiles and learning style. Language Teaching, 46(3), pp. 335-354. ISSN (print) 0261-4448

Booth, Paul (2012) The variability of lexical diversity and its relationship to learning style. In: Multilingual Theory and Practice in Applied Linguistics; 6-8 Sep 2012, University of Southampton. (Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics) ISBN 9780955953354

Booth, Paul (2011) The interplay between lexis and learning : a study of second language vocabulary profiles and learning style. (PhD thesis), Kingston University, .

Booth, P. (2010) The vocabulary performance of native and non-native speakers and its relationship to learning style. Malaysian Journal of ELT Research, 6, pp. 46-85. ISSN (online) 1511-8002

Booth, Paul (2009) The development of vocabulary proficiency in relation to learning style. In: Benati, Alessandro G., (ed.) Issues in second language proficiency. London, U.K. : Continuum. pp. 95-115. ISBN 9780826435156

Booth, Paul (2008) Lexical trajectories and learning style. In: BAAL Language Learning and Teaching SIG Conference; 01 - 02 Jul 2008, London, U.K.. (Unpublished)

Booth, Paul (2003) What is the relationship between second language learners' and tutor's beliefs about writing in an academic environment? In: CamLing: Cambridge Postgraduate Conference in Language Research; 26 Apr 2003, Cambridge, U.K.. ISSN (print) 1741-6655

Boulton, Alex and Booth, Paul (2001) Communication in the void and communication avoided: a case study of on-line language teaching. In: 22nd GERAS conference: Médiation(s); 29-31 March 2001, Bordeaux, France.

Boulton, Alex and Booth, Paul (2001) Communication in the void and communication avoided: a case study of on-line language teaching. A Sp: la revue du G E R A S (Groupe d'Etude et de Recherche en Anglais de Specialite), 31-33, pp. 89-102. ISSN (print) 1246-8185