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

Publisher: Taylor & Francis


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.

  • Impact factor
  • 5-year impact
  • Cited half-life
  • Immediacy index
  • Eigenfactor
  • Article influence
  • 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
  • OCLC
  • Material type
    Document, Periodical
  • Document type
    Journal / Magazine / Newspaper, Computer File

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 12 month embargo for STM, Behavioural Science and Public Health Journals
    • 18 month embargo for SSH journals
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • Pre-print on authors own website, Institutional or Subject Repository
    • Post-print on authors own website, Institutional or Subject Repository
    • 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)
    • Publisher will deposit to PMC on behalf of NIH authors.
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ yellow

Publications in this journal

  • [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;
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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.
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    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 01/2013; 7(3):2810294.
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    ABSTRACT: This article describes the piloting of a problem-based learning (PBL) approach in a teacher education context. Originating in medical education in the 1980s, PBL is now applied in the teaching of a broad range of disciplines. While increasingly used in teacher education, however, PBL has not been applied, to the author's knowledge, in the area reported on in this paper – language learning materials development. Problem-based learning is rooted in constructivist philosophy, which holds that knowledge is actively constructed within the mind of the learner and influenced by his/her interactions with peers and with the environment. Furthermore, constructivism holds that learning is spurred by ‘the problematic’ (i.e. cognitive conflict). In PBL, cognitive conflict is ‘concretised’, in that a real problem is used to trigger the learning process. This article reports on the piloting of PBL on a materials development module in a Masters in English Language Teaching programme in Ireland. It presents the students’ and tutor's reflections on the approach. These are largely positive as regards the development of professional skills especially teamwork, leadership and achieving compromise. It concludes with recommendations for further research on the use of PBL in language teacher education programmes.
    Innovation in Language Learning and Teaching 11/2011; 5(3):253-272.
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    ABSTRACT: Motivation is a complex psychological construct regarded as one of the determinant factors in successful foreign language learning, which is why it regularly comes to the fore when trying to explain individual differences among language learners. In fact, one of the main objectives of many foreign language teachers in classrooms the world over is to increase student motivation, so that pupils may acquire a good command of English, the current main lingua franca. While many studies have been devoted to the role played by different orientations in this process, this paper focuses on the effect of the approach used in the foreign language classroom. Thus, attention is paid to the relationship between motivation and the language proficiency attained through two different approaches: Content and Language Integrated Learning (CLIL) and English as a Foreign Language (EFL), among 191 secondary school students. The results confirm the benefits of CLIL from both a motivational and a language competence perspective.
    Innovation in Language Learning and Teaching 03/2011; 5(1):3-18.
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    ABSTRACT: With a paradigm shift from a focus on product to one on process in language assessment, assessment for learning (AfL) has been gaining currency in educational policy in different parts of the world. While AfL emphasizes the use of assessment for improving learning and teaching, assessment of learning (AoL) focuses on using assessment for administrative and reporting purposes. In L2 writing, assessment has traditionally been characterized by AoL. Although AfL strategies like process pedagogy, formative feedback, peer response, and conferences have been promoted in L2 writing, these strategies are not widely adopted outside North American educational contexts. In English as a foreign language (EFL) contexts, there is scanty research that investigates writing teachers' attempts to bring innovation to their assessment practices through a focus on AfL. Using data from four Secondary 1 (i.e. Grade 7) classrooms in a Hong Kong school, the study aimed to investigate how the teachers' determination to implement AfL in writing influenced their instructional and assessment practices and impacted on students' attitudes and beliefs regarding writing. Results show that the implementation of AfL resulted in a significant change in teachers' instructional and assessment practices, and students improved their motivation in writing. The paper concludes with a few implications for EFL writing.
    Innovation in Language Learning and Teaching 03/2011; 5(1):19-33.
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    ABSTRACT: This article examines the viability and practicality of dialogic recalls as a tool for researching listening strategy use in classroom settings. To investigate this, a small-scale study over five lessons involving six pairs of Japanese English as a foreign language (EFL) learners was conducted. The pairs completed dialogic recalls pertaining to their use of strategies to comprehend news videotexts. The learners' dialogic recalls were audio recorded and analyzed in terms of the quantity, type, and quality of elaboration of strategy use. Findings are presented, supported by representative examples of verbal protocols, which indicate a number of strengths and some weaknesses of dialogic recalls as a tool for classroom-based listening strategies research. Several other general aspects related to the application of dialogic recalls, such as the use of the L2 for reporting, are discussed and inform recommendations for future research.
    Innovation in Language Learning and Teaching 03/2011; 5(1):81-100.
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    ABSTRACT: A number of commentators have discussed the importance of the relationship between culture and language learning. However, there appear to be few courses within language learning contexts that seek to explore that relationship. This article discusses one such course at the University of Manchester. The first part will outline the context of the course, the second will examine the ways in which the course supports the student learning experience. Students' reactions to the course and its effects on their negotiations with identity are described in part three, and finally we outline some of the language learning implications.
    Innovation in Language Learning and Teaching 07/2010; 4(2):93-99.
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    ABSTRACT: Tests are said to be an important determiner of what actually happens in classrooms. There are claims for both positive and negative washback. However, there is still very little evidence of how washback from the test format affects learning and teaching activities in foreign language learning. There has been even less attention to the nature of the changes in classroom practice and student role when a novel test format is introduced. This article explores how the assessment format (academic oral presentations – AOP) in a university English course shapes students' group discussions in the classroom, and vice versa. Classroom observation data document interaction processes and facilitate investigation of the relationship between classroom discussions and assessed AOPs. We present a conversation analysis account of group discussions and explore the structure of oral presentations through a lexical signal framework. The analysis illustrates how classroom interactions develop and are sustained to facilitate collaborative learning. We relate the findings of this analysis to the structure, linguistic features and quality of the oral presentations of the students from the group discussions. This article argues that the assessment format can shape classroom activities so that there are enhanced opportunities for learning, and that the particular format investigated here – the AOP – has the potential to generate learning opportunities.
    Innovation in Language Learning and Teaching 07/2010; 4(2):101-117.
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    ABSTRACT: This study investigated the role of noticing and written recall on L2 development of the present perfect; by Korean learners. It examined (1) the effects of textual input enhancement (TIE) on (a) noticing and (b) acquisition of the English present perfect, and (2) the effects of written recall on previously noticed exemplars of the target structure on acquisition. Three Korean high school classes (N=87) were randomly assigned to (1) a control group; (2) a TIE group; or (3) a TIE plus written recall group. All participants were given reading texts and comprehension questions to complete. For participants in groups 2 and 3 the input was textually enhanced through underlining and bolding. Participants in group 3 were in addition asked to complete a reconstruction task. Noticing in the study was measured through performance on a notetaking task, and acquisition through performance on a grammaticality judgement task and fill-in-the-blank and sentence combination tasks. The results revealed that TIE affects noticing and acquisition of receptive, but not productive, knowledge of the target form. No effect was found for written recall on acquisition. The study concludes with a number of theoretical and practical implications.
    Innovation in Language Learning and Teaching 03/2010; 4(1):71-87.
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    ABSTRACT: This article reports on an investigation of student-learning within a pre-service teacher education (TE) module which adopted a learner-centred approach. Data were collected for six months via questionnaires, regular shared reflections, focus group interviews, and post-course and post-practicum reflections. A learner-centred approach to TE, innovative in the Chinese context, has had a strong impact on student teachers’ views about teaching and learning, increasing their confidence to promote learner autonomy in their future teaching.
    Innovation in Language Learning and Teaching 11/2009; 3(3):239-253.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article explores the complex intersubjective relationships of teacher–learners, on a MA English Language Teaching course. The pedagogical aim of the module is to promote collaborative teacher–learner autonomy for professional development using asynchronous computer mediated communication to collaborate on a variety of tasks. Interview data reveals tensions and struggles between participants which appear to hinder their opportunities to collaborate and engage with the course. This study also explores the dissonance and tensions between the teacher educator's pedagogical aspirations, expectations and assumptions about participants and participants’ own perspectives of themselves and others. This dissonance prompted a re-examination of the importance of intersubjective relationships in education and the emergence of the teacher as communal agent as and educational ideal.
    Innovation in Language Learning and Teaching 03/2009; 3(1):65-81.
  • Innovation in Language Learning and Teaching 01/2008; 2(1):2-17.
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    ABSTRACT: Evaluation of innovation is perhaps the most significant challenge teachers and curriculum developers face when attempting to introduce innovation into language education. How can those who are investing significant resources into learning and teaching be shown that innovation might be for the best? This paper reflects on experience in the evaluation of technology for language learning to identify key issues that are relevant to the evaluation of innovation in language learning. These are framed under the three areas: what to evaluate, how to evaluate, and for whom to evaluate.
    Innovation in Language Learning and Teaching 04/2007; 1(1):30-45.

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