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

  • Innovation in Language Learning and Teaching 04/2015; 9(1):6-7. DOI:10.1080/17501229.2014.995665
  • Innovation in Language Learning and Teaching 04/2015; 9(1):8-9. DOI:10.1080/17501229.2014.995666
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    ABSTRACT: It is widely accepted that pauses and correspondence with intonation units are among the phonological cues that identify lexical chunks (conventionalised multiword sequences) in spoken first and second language, although conclusive empirical evidence is scant. This article reports on an exploratory study which seeks to identify the main phonological markers of lexical chunks. A corpus of five minutes of speech from four English learners of Spanish was collected and transcribed orthographically. The data-set contained 97 chunks, between 11 and 30 chunks per speaker. The lexical chunks were extracted using speech analysis software and analysed phonologically in respect of pauses, intonational boundaries and sentence position. The analyses revealed that only about half of the chunks in the data were delimited by intonational boundaries. Certain types of lexical chunks, such as discourse markers, consistently coincided with intonational boundaries, especially in sentence initial position. The most proficient speakers used more discourse markers, separated by intonational boundaries, which enhanced the perceived fluency of their utterances.
    Innovation in Language Learning and Teaching 04/2015; 9(1):10-21. DOI:10.1080/17501229.2014.995761
  • Innovation in Language Learning and Teaching 04/2015; 9(1):4-5. DOI:10.1080/17501229.2014.995664
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    ABSTRACT: This paper explores two general perspectives on autonomous learners: psychological and sociocultural. These perspectives introduce a range of theoretically grounded facets of autonomous learners, facets such as the self-regulated learner, the emotionally intelligent learner, the self-determined learner, the mediated learner, the socioculturally strategic learner, and others. The paper explains what each of these aspects can teach us about autonomy.
    Innovation in Language Learning and Teaching 04/2015; 9(1):58-71. DOI:10.1080/17501229.2014.995765
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    ABSTRACT: Language students in the UK undertake their ‘year abroad’ with high hopes for a linguistic and social ‘immersion’ experience. However, past research shows that language learning success, while real, can be uneven, and that many Erasmus exchange students form social relations largely with other international students. New virtual media make it easy and cheap for the current student generation to sustain existing social networks, blurring previous clear distinctions between ‘home’ and ‘abroad’. This paper draws on data from a larger two-year study of UK students undertaking residence abroad in France, Spain and Mexico (the LANGSNAP project). The participants were involved in three different placement types: teaching assistants, exchange students and workplace interns. A series of pre-sojourn and in-sojourn interviews with 28 students spending an academic year in France are analysed, to identify both the social networking opportunities available and the actual social relationships which were developed. The analysis shows that all three placement types offered structured opportunities for interaction with French nationals which led for almost all participants to moderate degrees of social networking. However, only a minority of participants developed closer relationships or friendship with locals, from which they drew emotional support.
    Innovation in Language Learning and Teaching 04/2015; 9(1):22-33. DOI:10.1080/17501229.2014.995762
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    ABSTRACT: The current study analyzes the oral production of advanced learners of English who have Catalan and Spanish as their first languages. Subjects participated in study abroad (SA) programmes in English-speaking countries as part of their undergraduate studies. A role-play task was used to elicit speech from learners prior to SA and upon arrival from SA. We analyze two groups of learners who participated in a three-month stay (N = 33) and a six-month stay (N = 14). Their oral production is measured on the basis of syntactic complexity, and overall accuracy and fluency. Native speakers of English (N = 24) performed the same role-play task so as to provide a baseline. Statistical analyses show a significant advantage of the three-month stay in the target language country over the six-month stay in terms of accuracy and fluency, areas in which, nevertheless, native speakers outperformed both groups at pre- and post-test, regardless of length of stay (LoS).
    Innovation in Language Learning and Teaching 04/2015; 9(1):46-57. DOI:10.1080/17501229.2014.995764
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    ABSTRACT: The study deals with the effect of instruction and study abroad (SA) on pragmatic knowledge. More specifically, the focus is on gains in explicit knowledge of request mitigators, and whether learners draw on this knowledge when they perform email requests. Email requests produced by 60 Spanish students staying abroad (30 treatment/30 control group) were analysed as regards the frequency of internal mitigators on four separate occasions. Findings from the present study show that as length of SA increases participants compare explicit knowledge gained from pragmatic instruction with what happens in real email communication. As a result, although individual variation is observed, we notice a general pattern towards a decrease in the use of request mitigators and towards accepted patterns of email interaction in the community in which students find themselves.
    Innovation in Language Learning and Teaching 04/2015; 9(1):34-45. DOI:10.1080/17501229.2014.995763
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    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
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    ABSTRACT: The correspondence/non-correspondence of teachers' beliefs and their instructional practices has recently gained wide recognition in language teaching research. The general conclusion from the line of research investigating this issue points to the fact that there is not always a necessary correspondence between what teachers state as their beliefs and what is actually reflected in their classroom practices. While different explanations have been proposed for this non-correspondence, personal variables have not received a fair share of treatment as explanatory factors. Therefore, the present study investigated how teacher sense of efficacy, as a personal variable, might affect English as a foreign language (EFL) teachers' reading instructional orientations and their corresponding instructional practices. To this end, the theoretical reading instructional orientations and reading instructional practices of two groups of teachers - high-efficacy group and low-efficacy group - were investigated. Comparisons between the two groups revealed that while both groups reported having approximately the same theoretical orientations toward reading, there were significant differences between them in their reading instructional practices and, consequently, the correspondence between their orientations and instructional practices.
    Innovation in Language Learning and Teaching 11/2014; DOI:10.1080/17501229.2014.920847
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    ABSTRACT: As a result of the global presence of English as a Lingua Franca (ELF), it has been argued that learners of English should be exposed to a range of varieties of English, rather than a single variety of English, so that they can be better prepared to communicate with other people in ELF communication. However, little is known about second language (L2) learners' perspectives on exposure to multiple accents of English in the English Language Teaching (ELT) classroom. This paper reports on a study that investigated the views of L2 learners of English concerning exposure to different accents of English in the classroom. Data were collected by means of semi-structured interviews and a questionnaire survey at a university in Hong Kong. The analysis revealed that these L2 learners showed rather ambivalent attitudes towards exposure to different accents of English in the classroom. While many participants seemed to be aware of the value of exposure to different native and non-native accents, there was less than wholehearted support for such a proposal in practice because of a number of pedagogical and practical concerns. Implications of the findings for classroom teaching are also discussed.
    Innovation in Language Learning and Teaching 11/2014; DOI:10.1080/17501229.2014.936869
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    ABSTRACT: This study investigates the teacher role in mediating the task and the learner in an advanced academic writing class. Having identified three verbal (non-)participation patterns of students in collaborative tasks (silence, dominance, and off-task talk), I examine how these interactional concerns are understood and addressed by English as a second language writing teachers. Interview findings from the writing teachers suggest that teachers play a key mediating role during the various phases of implementing a task-based lesson in order to address the concerns of silence, dominance, and off-task talk. For example, in the task design phase, the students can be assigned specific roles in their group or they can be given planning time necessary for the task. In the task performance phase, the teacher can make judicious interventions in order to encourage contributions from the quiet students or put the talkative students on hold for a while. The paper concludes with its contributions to and implications for the role of teachers in a task-based pedagogy.
    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
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    ABSTRACT: This article presents an innovative adaptation of the case method to teaching English for specific academic purposes. Widespread in its traditional form in various content disciplines, the case method bears the potential for truly student-centred language instruction. The current application transforms learners from case analysts to case authors and directors, thus strengthening their personal proactive engagement with authentic industry experiences. In the academic years of 2012 and 2013, two student year groups (N = 45) delivered a total of 23 case meetings based on or remotely derived from real-life meetings they were faced with during their industrial internships in aeronautics. The author evaluated the case teaching scenarios through a questionnaire, students' case study records (CSRs) and in-class observations of the case meetings. In the questionnaire survey, students perceived a noticeable impact on their spoken interaction skills from the case meetings and subject-specific vocabulary learning from the preparation of the written CSRs. Students were able to transfer learning gains from their participation in case study meetings to their personal development of meeting skills and to improve their subject-specific communication skills. Authenticity and the workload involved in preparing the meetings were identified as controversial elements in this application of the case study method.
    Innovation in Language Learning and Teaching 11/2014; DOI:10.1080/17501229.2014.904871
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    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 http://www.tandfonline.com/eprint/RVqDGr33Wr6FteFs8xE6/full
    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