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, innovative practice articles, and book reviews. It draws on a range of disciplines that share a focus on exploring new approaches to language learning and teaching.
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 learning and teaching. 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 innovative approaches in language education;
- To encourage dissemination and cross-fertilisation of policies and practice relating to innovation in pedagogies for language learning in different learning contexts.
In the journal, the concept of innovation is broadly interpreted, and may be related to innovation in practice, innovation in policy, innovation in research methodologies, or any other form of innovation. It is important to consider the context in which the research is located, as clearly what is viewed as innovation in a well-resourced environment with, for example, access to the latest technologies, is different from the innovation that may occur in other contexts. For this reason, we require authors to be explicit in their articles about the ways in which their work constitutes innovation.
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, second language acquisition, sociolinguistics, multi-/plurilingual education, and others.
Innovation in Language Learning and Teaching accepts two types of articles, in addition to book reviews:
1) Full length research articles (no more than 7,000 words, and up to 9,000 words for research syntheses), which report on research whether it relates to pedagogy, policy, theoretical concepts or other relevant fields;
2) 'Innovative practice' articles (4,000-5,000 words), which report on an innovation in teaching, materials development, or another practical element of learning and teaching, preferably with the inclusion of some sort of evidence from evaluation. Examples of Innovative Practice articles are here and here.
Both need to be of a high standard and be grounded in theory.
Book Reviews
The journal welcomes book reviews (800-1200 words) that critically engage with publications in the field of innovative language learning and/or teaching. Book reviews should offer insight and evaluation of the scholarly contributions, methodologies or arguments presented. The ways in which the work represents innovation must be made explicit.
All book reviews should be submitted through the online portal. Unsolicited emails to editors will not be accepted.
Peer Review Policy
All papers are anonymously peer reviewed by a minimum of two experts.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors
Editors: Hayo Reinders - Anaheim University, USA
Terry Lamb - University of Westminster, UK
Associate Editors: Alice Chik - Macquarie University, Australia
Sin Wang Chong - University of St. Andrews, UK
Ju Seong Lee - Education University of Hong Kong, Hong Kong
Honggang Liu - Soochow University, China
Senior Advisory Board Members: Carol Chapelle - Iowa State University, USA
Zoltán Dörnyei - University of Nottingham, UK
Rod Ellis - University of Auckland, New Zealand
David Little - Trinity College, Dublin, Ireland
David Nunan - University of Hong Kong, Hong Kong
Rebecca Oxford -US Air Force Culture and Language Center, USA
Jack Richards - Regional English Language Centre, Singapore
Joe Lo Bianco - University of Melbourne, Australia
Phil Benson - Macquarie University, Australia
Reviews Editor: Emily Oxley - University of Glasgow & National Institute of Teaching, UK
Social Media Editor:
Qi Liu - University of Leicester, UK
Editorial Board: Sathena Chan - University of Bedfordshire, UK
Do Coyle - University of Aberdeen, UK
Pornapit Darasawang - King Mongkut University of Technology, Thailand
David Gardner - The University of Hong Kong, Hong Kong
Tammy Gregersen - American University of Sharjah
Daniel Hooper - Tokyo Kasei University, Japan
Chun Lai - The University of Hong Kong, Hong Kong
Lilan Lin - Anhui Jianzhu University, China
Meng Liu - Beijing Foreign Studies University, China
Sachiko Nakamura - Tamagawa University, Japan
David Palfreyman - Zayed University, UAE
Miroslaw Pawlak - Adam Mickiewicz University, Poland
Linh Phung - Eduling International, USA
Willy Renandya - National Institute of Education, Nanyang Technological University, Singapore
Stephen Ryan - Waseda University, Japan
David Singleton - Trinity College, Dublin
Nathan Thomas - University College London, UK
Ema Ushioda - University of Warwick, UK
Flávia Vieira - Universidade do Minho, Portugal
Artem Zadorozhnyy - Education University of Hong Kong, Hong Kong
Innovation in Language Learning and Teaching is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
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