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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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
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    • On author's personal website or departmental website immediately
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    • 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: This article investigates textbooks used in English classes in German schools to evaluate their relevance to current trends of teaching English as an international language. For many European students, English is no longer just a foreign language, but an important European lingua franca. Thus, we argue it is essential for the language to be positioned as such in key textbooks used in English classrooms, which aim to prepare students for future use of English. An analysis of three main textbook series used in Germany was done through an adapted framework that depicts a Global Englishes approach to language teaching, focussing on representations of ownership, users, models, and target interlocutors of English. The analysis found that there was over-reliance of UK models of English, and static depictions of language users and cultures. The findings can be generalized to other countries where the sociolinguistic reality of English may not be accurately represented in English teaching materials.
    No preview · Article · Jan 2016 · Innovation in Language Learning and Teaching
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    ABSTRACT: The present quasi-experimental study aimed at investigating the impact of trained and untrained peer feedback on students’ written comment types and writing quality. Significant differences were found in terms of comment types provided: trained students provided a significantly higher number of comments focused on organization and content (global aspects) than untrained students, who provided a significantly higher number of comments based on grammar, vocabulary, and punctuation (local aspects) than trained students. However, the results of the study showed no differences in terms of increased writing quality between the trained and untrained groups, with both groups showing significantly higher writing quality in the final draft as compared to the first draft.
    No preview · Article · Jan 2016 · Innovation in Language Learning and Teaching
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    ABSTRACT: The present study examined the impact of trained peer feedback on Spanish as a second language (L2) in terms of language performance, nature of feedback, and perceptions of peer feedback in speaking tasks. Participants in the study included 17 intermediate L2 Spanish learners enrolled in a conversation course that incorporated peer feedback practices in a multiple draft-based approach to practice L2 speaking. Pre-intervention questionnaires, various drafts of learner speech samples, peers’ written feedback, and post-intervention questionnaires were administered and analyzed. Although significant differences were not found in language performance across multiple speaking drafts, learners reported a positive learning value from the speaking multi-draft approach, which encouraged them to listen to their peers’ speech samples and provide feedback. Moreover, the results show that learners provided affective types of feedback and ventured to contribute comments regarding language accuracy. The present study confirms previous findings about the value of peer feedback in L2 writing, all be it in a new context, speaking. The researchers attest to the learning value of the process approach in speaking, training interventions, and peer feedback, as they positively impact learners’ self-efficacy in speaking.
    No preview · Article · Jan 2016 · Innovation in Language Learning and Teaching
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    ABSTRACT: The purpose of this research was to investigate the effects of peer-assisted reading on oral reading fluency of English as a foreign language (EFL) learners via telecollaboration. A telecollaboration was set up which compensated for the lack of natural and authentic input in an EFL context and enabled Taiwanese elementary school students to work and interact with Australian primary school students. With peer-assisted reading, natural speech input was made available, and the EFL learners were able to practice oral reading fluency with accuracy, appropriate speed, and expression. An English/Chinese bilingual story book was used for the telecollaboration and participants from both sides took turns being the helper and the helped in modeling and assisting their peers to read the story book. Recordings of the text by the EFL participants before and after the telecollaboration were used as data of analysis. The pretests and the posttests of oral reading fluency, in terms of accuracy, speed, and expression, were compared using the Wilcoxon Signed Ranks Test. The results revealed significant improvements in the three dimensions and the findings suggested that peer-assisted reading with native speakers via telecollaboration was an effective way to improve EFL learners’ oral reading fluency.
    No preview · Article · Jan 2016 · Innovation in Language Learning and Teaching

  • No preview · Article · Jan 2016 · Innovation in Language Learning and Teaching
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    ABSTRACT: This study investigated the effect of formulaic language on L2 learners’ ability to decode words in listening texts. One possibility was that formulas would facilitate listening by reducing the need to process every word of the sequences. However, a contrasting possibility was that the commonly reduced nature of formulaic words would hinder performance. Words from targeted sections of two texts of different levels of difficulty were identified as formulaic or non-formulaic. To gather the data, participants transcribed these targeted sections in the texts through a technique known as paused transcription. Analysis of these transcriptions suggested that the presence of formulas did not advantage the listeners in identifying words in general. However, it did advantage them in identifying function words, but only on the more challenging text. It was concluded that in this cognitively demanding environment of the challenging text, where listeners’ attention likely shifted to the content words to extract meaning, their holistic processing of the formulas facilitated their decoding of the function words by helping them to bypass analyzing many of these words individually. Besides these outcomes, the study was innovative both in the questions it sought to address and the methods used to address these.
    No preview · Article · Nov 2015 · Innovation in Language Learning and Teaching
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    ABSTRACT: Considerable resources are expended on the development of learner autonomy (LA), and in particular on the provision of self-access facilities as one of the most common ways in which institutions have tried to foster autonomy. Whether the intended outcomes are achieved depends in large part on teachers’ agreement with and understanding of the rationale behind these efforts. A mismatch between an institutional objective and a classroom implementation may, for example, negatively impact the student experience. This project looks at teachers’ perspectives on LA and self-access language learning in a university setting where a self-access component was introduced as a compulsory element of students’ first-year courses. How do teachers conceptualise autonomous learning, what importance do they assign to it, and how do they attempt to foster autonomy in practice? What role do they see for self-access learning in this? In this project, we used a mixed-methods approach and obtained questionnaire data from 47 teachers on an English as a Foreign Language programme at a university in Thailand, as well as qualitative data from in-depth interviews with 5 teachers, on their beliefs about autonomy and self-access. The results show a complex interplay between teachers’ beliefs, institutional constraints, and classroom implementation.
    No preview · Article · Nov 2015 · Innovation in Language Learning and Teaching
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    ABSTRACT: This article presents a framework for the elaboration of Foreign Language Teaching (FLT) grammar materials for adults based on the application to SLA of Skill Acquisition Theory (SAT). This theory is argued to compensate for the major drawbacks of FLT settings in comparison with second language contexts (lack of classroom learning time and limited amount of in-classroom and out-of-the classroom exposure to the target language). SAT is rooted on the distinction of declarative, procedural and automatised knowledge. These are developed in three stages (declarative, procedural and automatic) along a gradual long-term process – DECPRO. Such a cognitive sequence stresses the causal role of declarative knowledge in the attainment of procedural knowledge, which is automatised afterwards and allows for fluent language processing and production. SAT as applied to FLT grammar favours the explicit teaching of declarative knowledge (grammar rules) prior to (semi)communicative language practice and it also influences two essential intertwined aspects in the praxis of language teaching: First, activity sequencing, which should comply with DECPRO; second, the nature of the activities suitable to foster the development of each one of such cognitive stages. Moreover, the pedagogical implementation of SAT allows for the revitalisation of the currently reviled grammatical/structural syllabuses. Likewise, it highlights the need for instruction to avoid hindrances to learning provoked by an undesirable mismatch between cognitive phases and the pedagogical action aimed at their activation and development.
    No preview · Article · Oct 2015 · Innovation in Language Learning and Teaching
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    ABSTRACT: Despite the plethora of literature examining higher education students’ motivation to learn a second language, it is not known if students who choose to study English as their major differ from those who are required to study English as the minor component of their wider degree. Drawing on self-determination theory, this paper reports on the findings of a quantitative study designed to investigate the types of motivation demonstrated by English major (n = 180) and non-English major students (n = 242), and their levels of effort expended in learning English in a Vietnamese university. The findings revealed that both groups demonstrated high levels of motivation to learn English to prepare for their future profession. English major students felt more intrinsically motivated and less obligated to learn English. In addition, for both groups, intrinsically motivated students invested the highest levels of effort in learning English. This paper argues that it is imperative for lecturers to foster students’ intrinsic aspirations to learn English to improve the quality of the teaching and learning of English in Vietnamese higher education.
    No preview · Article · Oct 2015 · Innovation in Language Learning and Teaching
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    ABSTRACT: In recent years, the UK, like many other English first-language-speaking countries, has encountered a steady and continuous increase in the numbers of non-native English-speaking learners entering state primary and secondary schools. A significant proportion of these learners has specific language and subject learning needs, many of which can only be addressed by: (a) specialized teacher training courses and (b) the use of academically appropriate, context- and language-specific materials. At present, such materials are largely non-existent for use in primary school contexts across the country. This article addresses this gap and proposes a set of innovative classroom-based and take-home materials aiming to support the teaching and learning of science at Key Stage 2 of the English National Curriculum. The materials were developed as part of an intervention research project conducted over a period of 24 months (2013–2015) in four state primary schools in Sheffield with a varied density of English non-native-speaking learners. The materials were piloted with nearly 400 learners over a period of 10 months; the teachers were trained in using the materials prior to their trial. In this paper core features of the materials will be highlighted and their main functions discussed. Specific emphasis will be put on the following aspects: (a) support for language development, (b) support for subject knowledge development, (c) use of the first language in learning through the medium of a second language, (d) development of learner autonomy, and (f) promoting learning outside the classroom – making use of parental resources. The article will also argue that the proposed materials can be used equally effectively with non-native and native English-speaking learners.
    No preview · Article · Oct 2015 · Innovation in Language Learning and Teaching
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    ABSTRACT: With the growth of English as an International Language [McKay, S. 2002. Teaching English as an International Language. Oxford: Oxford University Press], there is a wealth of it now accessible to learners in their out-of-class environments; be these real, virtual, or a mixture of the two. Tomlinson (2008. “EFL Materials in the UK.” In English Language Learning Materials: A Critical Review, edited by Brian Tomlinson, 159–178. London: Continuum), however, complains that the majority of learning materials surveyed fail to tap into this rich resource, while Hann [2013. “Mining the L2 Environment.” In Developing Materials for Language Teaching, edited by B. Tomlinson, 2nd ed. 6456–6966. London: Bloomsbury] reminds us that learners may not be able to make effective use of the English in their environment unsupported, putting forward a case for helping learners develop the learning strategies needed for this, rather than focusing solely on language, in the second language classroom. This article will make the contentious claim that the global course books commonly used in the language classroom are not essential to language learning, and argue that, instead of simply serving language in bite-sized chunks, we should be helping learners become better able to exploit other resources of language autonomously. It will put forward a case for achieving use of and exposure to the target language, key to second language acquisition (Hann 2013), via engagement with the many learning opportunities that exist outside the classroom, where the majority of such learners’ time is spent. It then proposes and examines two types of learning materials that could address Tomlinson's complaints, above, by scaffolding this engagement process, and explores alternative uses of existent materials towards similar ends. Some evaluative results gathered in a pilot of some of these materials and ideas in a private language school in Sicily will also be provided. Finally possible future directions for such materials will be explored.
    No preview · Article · Oct 2015 · Innovation in Language Learning and Teaching
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    ABSTRACT: In this article, I argue that the most important thing about coursebook dialogues is not whether they are ‘authentic’ or ‘inauthentic’ but whether they are plausible as human interaction and behaviour. Coursebook dialogues are often constructed as vehicles for various kinds of language work and even sometimes as vehicles for socio-political messages [Mukundan, J. 2008. “Agendas of the State in Developing World English Language Textbooks.” Folio 12 (2): 17–19.]. As a result, smiles are abundant, problems are few, and reality rare in the world of the coursebook dialogue [Carter, R. 1998. “Orders of Reality: CANCODE, Communication and Culture.” ELT Journal 52 (1): 43–56; Cook, V. 2013. “Materials for Adult Beginners from an L2 User Perspective.” In Developing Materials for Language Teaching, edited by B. Tomlinson, 289–309. London: Bloomsbury]. In this article, I suggest how we can humanise the coursebook [Tomlinson, B. 2013. “Humanising the Coursebook.” In Developing Materials for Language Teaching, edited by B. Tomlinson, 162–174. London: Bloomsbury] through some relatively minor adaptations to dialogues based on processes such as: (1) extending the dialogue, (2) changing the register, (3) changing the cast of characters, (4) changing the mood, (5) changing the ‘plot’, and (6) ‘unscripting’ the dialogue. Applying such processes, I argue, potentially brings a number of benefits. These benefits include ‘varied repetition’ [Maley, A. 1994. “Play It Again, Sam: A Role for Repetition.” Folio 1 (2): 4–5]; intensive listening practice; sensitisation to differences between scripted and ‘authentic’ speech; scope for creativity and humour. The longer-term benefit of such an approach, I argue, is that it develops the important habit of noticing.
    No preview · Article · Oct 2015 · Innovation in Language Learning and Teaching
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    ABSTRACT: This article presents an overview of a newly designed course in materials development at a teacher education institute in the Netherlands. It also includes an evaluation of the course by its participants, student teachers of English as a foreign language (EFL) in Dutch secondary schools. The course overview describes the aims and objectives of the course, its practical organisation, structure and contents, and details of assessment procedures. The course evaluation consists of student teachers’ written responses to a questionnaire. The purpose of this small-scale study is to explore (1) whether this materials development course facilitates innovative designs by EFL student teachers, (2) the principles behind the course which appear to be most successful in doing so, and (3) the potential pitfalls for teacher educators who design and develop a materials development course in their own context. Findings indicate that students generally consider their classroom materials to be innovative, and that the elements of the course that facilitate the creation of these innovative materials are the contribution of theoretical perspectives through compulsory reading assignments, the execution of a small-scale research project alongside the materials development project, and the requirement to use ICT. Recommendations are made to inform the debate on the responsibility of teacher education in preparing teachers for a role as materials developers.
    No preview · Article · Oct 2015 · Innovation in Language Learning and Teaching
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    ABSTRACT: Language teachers constantly create, adapt and evaluate classroom materials to develop new curricula and meet their learners’ needs. It has long been argued (e.g. by Stenhouse, L. [1975]. An Introduction to Curriculum Research and Development. London: Heinemann) that teachers themselves, as opposed to managers or course book writers, are best placed to develop context-specific materials that effectively and affectively engage learners. However, a systematic approach is required for materials development, and one practical option is through action research. Action research enables teachers to investigate learners’ reactions to new materials, and work with them to develop engaging context-specific materials. To illustrate how action research can successfully support materials development, this paper reports on a classroom-based project the first author (Emily) conducted at her college in Australia. The project was part of an innovative national programme for the Australian English Language Intensive Courses for Overseas Students (ELICOS) sector, initiated and facilitated by the second author (Anne) and the ELICOS peak body English Australia. An Assessment for Learning (AfL) theoretical framework was adopted to integrate lesson materials and assessment, based on learner needs. At the college, previous assessment preparation materials had been ad hoc, so Emily explored what materials would best support her learners in preparing for written assessments and feedback. Innovative classroom materials were developed in negotiation with learners, who were actively involved in the process through interviews, focus groups and surveys. Findings included improved AfL classroom materials and new self-study resources, as well as increased learner motivation. The paper concludes with analysis of the implications of using action research for materials development.
    No preview · Article · Oct 2015 · Innovation in Language Learning and Teaching
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    ABSTRACT: This paper reports on the findings of a study looking at students' motivation to engage in self-access language learning (SALL) while taking an English for Academic Purposes course which contains a substantial integrated SALL component. To-date there has been limited research into the motivation of such students but it is an important area of research because the extent to which students will make use of and benefit from SALL is likely to be strongly influenced by the type of motivation they experience. Using the framework of the L2 Motivational Self System and data from a questionnaire survey and interviews, this paper categorises the kinds of motivation seen among the students and then discusses the relevance of the findings for promoting and supporting the use of SALL among these and similar students.
    No preview · Article · Oct 2015 · Innovation in Language Learning and Teaching
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    ABSTRACT: How can Japanese teachers of English go about introducing more communicative activities suitable for their contexts? This article discusses an attempt by a high school teacher to implement communicative language teaching (CLT) in her classes while responding to institutional pressure to use yakudoku (a traditional grammar translation methodology) and focus on test and exam preparation. The article explains how the teacher, working with a mentor, rearranged the format of her classes to encourage more interactive activities, with translation activities used as review to prepare students for tests. This paper introduces the changes made over two cycles of the project, and suggests implications from the project which could be tested in other contexts, such as using outside mentors to help teachers to innovate, and focusing training experiences on getting teachers to experiment with CLT in their contexts.
    No preview · Article · Sep 2015 · Innovation in Language Learning and Teaching
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    ABSTRACT: Owing to the importance of learner autonomy (LA) and considering the prominent role of teachers in this respect, the present study investigated: (1) Iranian English as a foreign language teachers’ practices for promoting high school students’ autonomy, (2) possible differences among teachers’ practices with different educational degrees, levels of experience, and gender, and (3) factors which, in teachers’ opinion, affect their practices for promoting LA. To this purpose, 80 randomly selected teachers answered Chang's (2007. “The Influence of Group Processes on Learners’ Autonomous Beliefs and Behaviours.” System 35 (3): 322–337.) questionnaire. The statistical analysis revealed no significant difference between the experienced/inexperienced and BA/MA groups. However, female teachers were found to outperform males in using specific strategies. Moreover, the interviewed teachers believed that their practices could be affected by a number of factors such as resources, teacher training, freedom in syllabus and tests, as well as students', parents', and principals’ expectations. The findings of this study provide functional pedagogical implications for language teachers and teacher educators.
    No preview · Article · Sep 2015 · Innovation in Language Learning and Teaching
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    ABSTRACT: Twenty Japanese university freshmen majoring in International Studies (N = 4) and Nursing (N = 16) participated in a 10-month project examining changes in their motivation. Using monthly focus group interviews and a 35-item questionnaire, the dynamic systems of various types of learners of English over two semesters were explored. Trajectories of learners’ dynamic systems were studied, adapting Complexity Thought Modeling [Larsen-Freeman, D., and L. Cameron. 2008. Complex Systems and Applied Linguistics. Oxford: Oxford University Press] and Retrodictive Qualitative Modeling [Dörnyei, Z. 2014. “Researching Complex Dynamic Systems: ‘Retrodictive Qualitative Modeling' in the Language Classroom.” Language Teaching 47/1: 80–91]. First, five learner types were identified using quantitative data. Next, a variety of demotivators and motivators that learners experience both inside and outside of their classrooms were analyzed using the qualitative data obtained from the eight monthly focus group interviews and reflective journal entries. Using the data obtained, this study focused on how five learners’ systems and contexts adapt to each other, and how the dynamics of the five learners’ system change over two semesters. Each learner was different in their trajectory of motivation and what kinds of attractor states that they experienced. It showed that each type of learner experienced unique motivators and demotivators in/outside of the classroom and reacted differently. In conclusion, it is important to reexamine the contexts of learner demotivation and motivation from a Dynamic Systems perspective.
    No preview · Article · Sep 2015 · Innovation in Language Learning and Teaching
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    ABSTRACT: In this project, 10 female Japanese students in the Advanced Interpersonal Communication course at a Japanese university used smartphone technology and a downloaded application to search for containers (called caches or geocaches) that had been hidden near the university campus by their instructor. The instructor placed different assignments in each of the five hidden caches. These assignments asked students to make two videos: one about their experiences while hunting for the caches and the other made by group decision based upon the assignments discovered in the various boxes. Via their comments, students indicated that they had become intrinsically motivated by their experiences throughout the project. They felt connected to others around the world, enjoyed the processes involved while searching for their assignments and had a rewarding experience making and presenting their videos. Although this project took place in an English as a foreign language setting in Japan, this project is highly recommended for English as a second language teachers in settings where English is spoken extensively outside of the classroom.
    No preview · Article · Aug 2015 · Innovation in Language Learning and Teaching