Innovation in Language Learning and Teaching

Volume 9 – Issue 3 – 2015



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Download: Innovation in Language Learning and Teaching (2015: 9: 3).

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Original Articles

Articles

01–Case meetings for teaching English for specific academic purposes in a tertiary aeronautical engineering programme –Dietmar Tatzl

02–Building bridges between the school and the home: understanding the literacy practices of children living in residential care –Jennifer Poh Sim Tan

03–Interactional concerns in implementing group tasks: addressing silence, dominance, and off-task talk in an academic writing class –Bal Krishna Sharma

04–Assessment policies, curricular directives, and teacher agency: quandaries of EFL teachers in Inner Mongolia – Indika Liyanage, Brendan Bartlett, Tony Walker & Xuhong Guo

05– Perceiving and traversing in-class and out-of-class learning: accounts from foreign language learners in Hong Kong – Chun Lai

Book Review

06–Identity, motivation and autonomy in language learning — Umida Ashurova & Vick L. Ssali

Editorial Board

07–Editorial Board



2014 Impact per publication 0.278 – values from Scopus

Innovation in Language Learning and Teaching is an international refereed journal devoted to research into all aspects of innovation 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.

Changes in learners’ work, life, and study patterns and the use of new technologies for learning strongly impact on every aspect of language learning and teaching, from how we perceive the roles of teachers and learners, to how we adapt to new roles, from the materials and methods we develop to support learners in more flexible ways, to the research methodologies we use to investigate these ways. The  impact of globalisation, increased international mobility, and a need for more flexible ways of learning make a critical reflection on the changing needs of the learner necessary. The journal offers a forum for this kind of reflection and encourages researchers to explore the theoretical underpinnings of new pedagogies which focus on the development of and support for innovation in language learning.

The journal will appeal to anyone interested in research into the development of or practical application of new methodologies in language teaching and learning. Its aims are:

• To publish research into the theoretical and methodological bases of learner centred approaches in language education;
• To explore pedagogies with a learner-centred focus;
• To encourage dissemination and cross-fertilisation of policies and practice relating to innovation in pedagogies for language learning in different learning contexts.

The scope of the journal is intentionally broad, as it is intended to offer an interdisciplinary platform for all those interested in innovative pedagogies and methodologies. Articles may draw on fields as diverse as educational psychology, artificial intelligence, neurolinguistics, human-machine interaction, educational technologies, philosophy and second language acquisition, and may investigate and further develop areas such as:

Collaborative learning
Constructivist approaches to language learning
Distance learning
E-learning
Flexible learning
Language Awareness
Learner Autonomy
Motivation and language learning
Self-access language learning

as well as a number of related areas, such as:

language learning curriculum development
learner advising/counselling
learner biographies
learner training
learning strategies
learning styles
metacognition
policy and its role in pedagogical and methodological change
resources for language learning
self- and peer assessment
tandem learning
teacher autonomy
technology and language learning

The concept of innovation will be broadly interpreted, and may be related to innovation in practice, innovation in policy, innovation in research methodologies, or any other form of innovation. The key elements of the articles, however, are as follows:

• They should report on research, whether it relates to pedagogy, policy, theoretical concepts or other relevant fields;
• They should also be explicit about the way in which the article constitutes innovation.