Dr. Ziegler’s research program focuses on adult and child instructed second language acquisition (SLA), including mixed method and interdisciplinary research in L2 conversational interaction, task-based language teaching (TBLT), and computer-assisted language learning (CALL). Her current research examines task-based interaction and the role of corrective feedback in traditional and computer-mediated contexts, including video and text-chat, on learners’ perceptions, attitudes, and L2 development, as well as the use of synthetic and meta-analytic approaches to improving the methodological quality and reporting practices in SLA and CALL research. Dr. Ziegler is also interested in the quantitative and qualitative exploration of the lexical, socio-pragmatic, and cross-cultural issues of language use within the commercial shipping industry, focusing on the development of authentic task-based teaching materials based on the linguistic, communicative, and pragmatic needs of this unique context.
Areas of Expertise:
- Second Language Acquisition
- Computer-Assisted Language Learning
- Interaction and Individual Differences
- Task-Based Language Learning and Teaching
- Maritime English (English as a lingua franca in the commercial shipping industry)
Ziegler, N. & Mackey, A. (in press). Interactional feedback in computer-mediated communication: A review and state of the art. In H. Nassaji and E. Kartchava (Eds.), Corrective feedback in second language teaching and learning. Oxon, UK: Routledge.
Parlak, O. & Ziegler, N. (in press). The impact of recasts on the acquisition of primary stress in a computer-mediated environment. Studies in Second Language Acquisition Special Issue.
Plonsky, L. & Ziegler, N. (2016). The CALL-SLA interface: Insights from a second order synthesis. Language Learning and Technology, 20, 17–37.
Ziegler, N. (2016). Taking technology to task: Technology-mediated TBLT, performance, and production. Annual Review of Applied Linguistics, 36, 136–163.
Ziegler, N. (2016). Synchronous computer-mediated communication and interaction: A meta-analysis. Studies in Second Language Acquisition, 38, 553–586.