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 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.

Innovative Practice

Innovation in Language Learning and Teaching also includes an 'Innovative Practice' section, giving authors an opportunity to showcase the latest in innovative practice in language learning and teaching. Papers need to be of a similarly high standard to papers in the main section of the journal and will be subject to review. Papers in this section, which will include a maximum of one paper per journal issue, do not need to report on research, but do need to provide a theoretical background. Papers should be between 2,500-4,000 words.
 
Peer Review Policy