Innovation in Language Learning and Teaching (Innovat Lang Learn Teach)

Publisher: Taylor & Francis (Routledge)

Journal description

Innovation in Language Learning and Teaching is an international refereed journal devoted to innovative approaches to methodologies and pedagogies in language learning and teaching. It publishes research articles, review articles and book/materials reviews. It draws on a range of disciplines that share a focus on exploring new approaches to language learning and teaching from a learner-centred perspective. It will appeal to anyone interested in the development of, research into or practical application of new methodologies in language teaching and learning. It draws on a range of disciplines that share a focus on exploring new approaches to language teaching and learning.

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Additional details

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Website Innovation in Language Learning and Teaching website
Other titles Innovation in language learning and teaching (Online), Innovation in language learning and teaching, International journal of innovation in language learning and teaching
ISSN 1750-1229
OCLC 234083894
Material type Document, Periodical
Document type Journal / Magazine / Newspaper, Computer File

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Due to the fact that research in areas related to teacher experience is in short supply, the purpose of the present study is to fill the gap in L2 teacher education through comparing two groups of teachers, namely inexperienced vs. experienced, to see whether differences between them in the course of communication strategies (CSs) could be attributed to differences of their teaching experience. The database is drawn from audio-recordings of 15 lessons from five teachers totaling 27 hours of naturally occurring data. The audio-recordings were transcribed and analyzed quantitatively and qualitatively. A single semi-structured interview was also conducted with each teacher to gain access to their opinions. The findings indicated that inexperienced teachers followed relatively the same pattern of CS use in their talk. Meanwhile, experienced teachers used the least number of CSs. These patterns can be regarded as a sign of transformation in teacher cognition over time based on the reasons discussed in the paper.
    Innovation in Language Learning and Teaching 03/2015; DOI:10.1080/17501229.2015.1009071
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    ABSTRACT: Few findings were noted on the effects of blogs specifically on English as a foreign language (EFL) reading comprehension. However, those studies did not address the effect of blogs on reading comprehension in the Turkish EFL context. Thus, this study aims to investigate the effects of the use of blogs on reading comprehension among Turkish EFL learners. In this experimental study, a background questionnaire, a reading comprehension pretest and a posttest were administered to a sample group of 42 EFL learners. The data were used to provide a statistical analysis to address the research question. Results indicate that the use of blogs itself does not guarantee a better performance in terms of reading comprehension, while the reading instruction positively affects their reading performance in both traditional and blog environments. It is recommended that teachers should be aware that the use of blogs does not guarantee a better performance among EFL learners regarding reading comprehension. Thus, they should create a language learning environment in which they encourage students to read in the target language to enhance their reading comprehension.
    Innovation in Language Learning and Teaching 02/2015; DOI:10.1080/17501229.2015.1006634
  • Innovation in Language Learning and Teaching 02/2015; DOI:10.1080/17501229.2015.1006985
  • Innovation in Language Learning and Teaching 11/2014; DOI:10.1080/17501229.2014.920847
  • Innovation in Language Learning and Teaching 11/2014; DOI:10.1080/17501229.2014.936869
  • Innovation in Language Learning and Teaching 11/2014; DOI:10.1080/17501229.2014.914522
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    ABSTRACT: This study investigated the relationship between stated beliefs of four ESL teachers about teaching and oral corrective feedback (OCF) and their actual classroom practices. The results show that their stated beliefs of teaching were found to be in accordance with their stated beliefs concerning OCF. While the most inexperienced teacher did not have any concrete ideas about OCF, the other three teachers had established varying degrees of stated beliefs. Nevertheless, they did not consider OCF as a primary tenet of their teaching; other elements were deemed as being more important. Their classroom practices were found to be largely in agreement with their stated beliefs about OCF in the sense that, following their common stated belief of teaching that creating a comfortable environment for students was crucial, they refrained from using explicit correction which could potentially humiliate learners, and instead opted for a more implicit type of OCF, recasts. Despite a general pattern of agreement between teaching statements and practice, one of the most experienced teachers demonstrated incongruent behavior between the two, indicating that teaching experience cannot be exclusively relied upon as an indicator of classroom practice.
    Innovation in Language Learning and Teaching 11/2014; DOI:10.1080/17501229.2014.939656
  • Innovation in Language Learning and Teaching 11/2014; DOI:10.1080/17501229.2014.904871
  • [Show abstract] [Hide abstract]
    ABSTRACT: Interactive approaches to literary texts in second/foreign language education have enjoyed wide theoretical and empirical support. However, the teaching of literary texts in traditional English as a foreign language contexts still remains information-oriented, with a focus on the transmission and replication of an objectified interpretation of a text. This paper examines the working of a project that implemented an interactive approach based on a combination of reader-response theory and social-constructivist theory to teaching English literary texts in Vietnam, focusing on the students' perspectives of their learning experience. The findings show that the project pedagogy not only helped the students become more active, dialogic and reflective in constructing the interpretations of the texts they studied, but also subjected the students to the tensions of creating a new learning paradigm in a traditional context. Negotiation of these tensions, however, enabled strategic and critical learning to happen. Available at
    Innovation in Language Learning and Teaching 07/2014; DOI:10.1080/17501229.2014.932361
  • Innovation in Language Learning and Teaching 06/2014; DOI:10.1080/17501229.2014.927191
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    ABSTRACT: Learning a third language (TL) brings with it particular pedagogical demands. In the pedagogy of TL learning now emerging, the development of students' metalinguistic and crosslinguistic awareness is of central importance. In particular, emphasis is placed on the benefits of cross-referencing with supporter languages. While comparisons with supporter languages have been shown to facilitate L3 production, recent research suggests that cross-referencing with the L2 may be detrimental to motivation. In the current study, 21 students learning L2 English and L3 German or Spanish were interviewed about comparisons involving L3 and L2 self-concepts. Results revealed that nearly all of the students were aware of making such comparisons. A number, however, had developed strategies to counteract the potentially detrimental effect that comparisons with the L2-speaking/using self-concept can have on L3 motivation. It is argued here that in emerging pedagogies of L3 learning proper account needs to be taken of cognitive and affective individual difference factors. In particular, as a means of offsetting the negative impact that a high-status supporter language can have on the learner's L3 self-concept, students should be made aware of the problem and helped to develop and make use of counteracting strategies.
    Innovation in Language Learning and Teaching 01/2014; 8(1):1-19. DOI:10.1080/17501229.2012.733008
  • Innovation in Language Learning and Teaching 11/2013; DOI:10.1080/17501229.2013.857342
  • Innovation in Language Learning and Teaching 11/2013; DOI:10.1080/17501229.2013.837912
  • Innovation in Language Learning and Teaching 11/2013; DOI:10.1080/17501229.2013.859261
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    ABSTRACT: This paper explores what it means to be an autonomous learner in an online social context. Using distinctions originally drawn by Jürgen Habermas, it argues that classic accounts of learner autonomy as teleological action are inadequate to explain learner activity in group settings. It points out that learners in such settings display attitudes and behaviours identified with human sociality (empathy, altruism, reciprocity, fairness and collaboration). It argues that, far from undermining the concept of learner autonomy, an understanding of these behaviours can lead us to a fuller picture of what autonomy may mean, when it incorporates the concept of respect for the autonomy of others.
    Innovation in Language Learning and Teaching 11/2013; 7(3):198-212. DOI:10.1080/17501229.2013.836202
  • [Show abstract] [Hide abstract]
    ABSTRACT: What is the role of the teacher in developing learner autonomy? The limited research in this area is seldom situated in theory and often based on self-reported data. This study is situated in sociocultural theory and draws on two constructs, the zone of proximal development and imitation, to explain the teacher's role in developing autonomy. The case of an experienced English as a Foreign Language (EFL) teacher of Japanese college students in an English-language immersion program is examined through 12 lesson observations with field notes collected over a 9-month period, and augmented with 3 audiotaped interviews based on videotapes of the final 3 observations. The interview transcripts were deductively coded for autonomy through control, choice, and responsibility, and these codes used in examining summaries of the observations while looking for patterns of development. The findings show that the teacher understood autonomy as student accountability for their own learning, which he tried to promote by handing over management of classroom activities to the students. One implication is that teacher autonomy was the foundation on which this teacher's cognitions and practices were built. Another is that teachers implicitly know more than they can readily articulate, as the research process pushed the teacher to articulate his cognitions.
    Innovation in Language Learning and Teaching 11/2013; 7(3):213-225. DOI:10.1080/17501229.2013.836203
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper reports on a study examining the attitudes and perceptions of a group of in-service teachers who are new or relatively new to facilitating self-directed learning (SDL) before and after they taught a course with an integrated SDL component. The study also investigates the impact on those teachers’ attitudes of an orientation package designed to familiarise teachers with the concept of SDL and support them in promoting it to students of the course. The study took place in a university setting with teachers of English for Academic Purposes course with an integrated SDL component.
    Innovation in Language Learning and Teaching 11/2013; 7(3):2810294. DOI:10.1080/17501229.2013.836208
  • Innovation in Language Learning and Teaching 10/2013; 8(1):94-98. DOI:10.1080/17501229.2013.858934