Nicole Ziegler
List of John Benjamins publications in which Nicole Ziegler is involved.
2025 A conversation between task-based researchers, language teachers, and teacher trainers TASK 5:1, pp. 144–158 | Miscellaneous
2025 Implicit feedback and lexical stress: Development of perception and production in a classroom environment Journal of Second Language Pronunciation 11:1, pp. 76–102 | Article
The current study explored the effects of recasts on the production and perception of primary stress in a classroom context. Following a pretest-posttest-delayed posttest design, 28 L1 Arabic speakers were randomly assigned to intervention and control groups. Participants received four hours of… read more
2025 Chapter 12. Text/video chat and other online collaboration tools Technology and Instructed Second Language Acquisition: Connecting research and pedagogy, Loewen, Shawn, Frederick J. Poole, Hyun-Bin Hwang and Matthew D. Coss (eds.), pp. 271–292 | Chapter
Numerous scholars have highlighted the affordances associated with technology-mediated interaction for language learning (e.g., Ziegler, 2016) as well as accessibility (e.g., Gonzalez-Lloret & Ortega, 2014). For example, previous research suggests that online interaction provides opportunities… read more
2019 Technology-mediated task-based interaction: The role of modality Technology-mediated feedback and instruction, Nassaji, Hossein and Eva Kartchava (eds.), pp. 251–276 | Article
This exploratory study examines the extent to which mode differentially impacts the quantity and quality of interactional features in second language (L2) task-based interaction. Following a within-subject, repeated measures design, intermediate adult learners (n = 20) completed four… read more
2017 Chapter 11. Teachers’ provision of feedback in L2 text-chat: Cognitive, contextual, and affective factors Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors, Gurzynski-Weiss, Laura (ed.), pp. 255–279 | Chapter
Numerous studies have examined the role of various individual differences in second language (L2) learning and use, finding that factors such as aptitude (e.g., Robinson, 2005; Skehan, 2002), motivation (e.g., Dörnyei, Henry, & MacIntyre, 2014; Masgoret & Gardner, 2003), anxiety (e.g., Horwitz,… read more
2016 2. Peer interaction and metacognitive instruction in the EFL classroom Peer Interaction and Second Language Learning: Pedagogical potential and research agenda, Sato, Masatoshi and Susan Ballinger (eds.), pp. 63–89 | Article
This chapter examines the effects of metacognitive instruction on the provision and use of interactional opportunities in learner-learner interactions in the task-based EFL classroom. Learners (N = 39) drawn from three intact speaking classes in an intensive academic EFL program were divided into a… read more
2013 14. Interaction in conversation groups: The development of L2 conversational styles Second Language Interaction in Diverse Educational Contexts, McDonough, Kim and Alison Mackey (eds.), pp. 269–292 | Chapter
This exploratory study examines the potential learning opportunities of interactions in the naturalistic setting of a German conversation group. Eleven intermediate L2 German learners participated in weekly conversation groups, which were recorded and then transcribed. In addition, information… read more