| The effectiveness of corrective feedback and the role of individual differences in language learning N Mifka-Profozic Peter Lang, 2013 | 22 | 2013 |
| Effectiveness of Corrective Feedback and the Role of Individual Differences in Language Learning: A Classroom Study NM Profozic Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2013 | 13 | 2013 |
| Recasts, uptake, and noticing R Ellis, N Mifka-Profozic Noticing and second language acquisition: Studies in honor of Richard …, 2013 | 13 | 2013 |
| Processing epistemic modality in a second language: a self-paced reading study N Mifka-Profozic International Review of Applied Linguistics in Language Teaching 55 (3), 245-264, 2017 | 11 | 2017 |
| Effects of corrective feedback on L2 acquisition of tense-aspect verbal morphology N Mifka-Profozic Language, Interaction and Acquisition 6 (1), 149-180, 2015 | 9 | 2015 |
| Corrective feedback, individual differences and the L2 acquisition of French preterite and imperfect tenses N Mifka-Profozic Unpublished PhD Thesis, University of Auckland, Auckland, 2012 | 7 | 2012 |
| Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability N Mifka-Profozic International Review of Applied Linguistics in Language Teaching 60 (3), 855-882, 2022 | 3 | 2022 |
| Sensitivity to syntactic violation and semantic ambiguity in English modal verbs: A self-paced reading study N Mifka-Profozic, D O’Reilly, J Guo Applied Psycholinguistics 41 (5), 1017-1043, 2020 | 3 | 2020 |
| Effectiveness of implicit negative feedback in a foreign language classroom: The role of input, frequency and saliency NM Profozic EUROSLA yearbook 14 (1), 111-142, 2014 | 3 | 2014 |
| Motivation and noticing in language learning: An exploratory study N Mifka-Profozic New Zealand Language Teacher, The 34, 41-47, 2008 | 2 | 2008 |
| Effects of Form‐Focused Practice and Feedback: A Multisite Replication Study of Yang and Lyster (2010) N Mifka‐Profozic, J Behney, SM Gass, M Macis, G Chiuchiù, G Bovolenta Language Learning 73 (4), 1164-1210, 2023 | 1 | 2023 |
| Interactive Alignment in L2 Learning: The Link between Social Interaction and Psycholinguistic Phenomena N Mifka-Profozic Education Sciences 13 (8), 792, 2023 | 1 | 2023 |
| Oral Corrective Feedback, Individual Differences, and L2 Acquisition of French Past Tenses NM Profozic University of Auckland, 2012 | 1 | 2012 |
| Unpacking L2 explicit linguistic knowledge and online processing of the English modals may and can: A comparison of acceptability judgments and self-paced reading N Mifka-Profozic, D O’Reilly, L Lovrovic Studies in Second Language Acquisition, 1-28, 2023 | | 2023 |
| Postprint: Unpacking L2 explicit linguistic knowledge and online processing of the English modals may and can: A comparison of acceptability judgments and self-paced reading N Mifka-Profozic, D O'Reilly PsyArXiv, 2023 | | 2023 |
| Postprint: Sensitivity to syntactic violation and semantic ambiguity in English modal verbs: A self-paced reading study N Mifka-Profozic, D O'Reilly PsyArXiv, 2022 | | 2022 |
| Multisite Replication of Yang and Lyster (2010) study N Mifka-Profozic, M Macis, S Gass, G Chiuchiù, J Behney OSF, 2020 | | 2020 |
| CAMBRiDGE CORE M McDonald, E Mormer, M Kaushanskaya, N Mifka-Profozic, D O’Reilly, ... Applied Psycholinguistics 41 (5), 2020 | | 2020 |
| How is epistemic modal meaning processed by EFL learners? N Mifka-Profozic 2019 conference of the American Association for Applied Linguistics (AAAL), 2019 | | 2019 |
| A TESOL practicum in Croatia A Martinović, N Mifka-Profozic Current Perspectives on the TESOL Practicum: Cases from around the Globe …, 2019 | | 2019 |
