刊讯｜SSCI 期刊《语言学习和教学的创新》2022年第3-5期

INNOVATION in LANGUAGE LEARNING and TEACHING 

Volume16  Issue 3-5,  2022

Innovation in Language Learning and Teaching（SSCI一区，2021 IF：2.241）2022年第3-5期共发文16篇，其中有14篇研究性论文，2篇为评论性文章。主题包括：借助案例分析语言思维的领域特异性和心态是二语口语焦虑和自信的来源，如何通过提高语言教师的行为从而推进语言教学，高等教育内容与语言整合等等。欢迎转发扩散！（2022年已更完）

往期推荐：

目录

ARTICLES

■Mindsets in language learning and teaching: an introduction to the special issue, by Nourollah Zarrinabadi & Nigel Mantou Lou, Pages 205-207.

■Examining the domain-specificity of language mindset: a case of L2 reading comprehension, by Gholam Hassan Khajavy, Fereshteh Pourtahmasb & Chengchen Li, Pages 208-220.

■ Exploring pre-service language teachers’ mindsets using a sorting activity, by Åsta Haukås & Sarah Mercer, Pages 221-233.

■ Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S., by Esra Ozdemir & Mostafa Papi, Pages 234-248.

■ Why do growth mindsets make you feel better about learning and your selves? The mediating role of adaptability, by Nourollah Zarrinabadi, Mohsen Rezazadeh, Mina Karimi & Nigel Mantou Lou, Pages 249-264.

■ Mindsets and language-related problem-solving behaviors during interaction in the classroom, by Masatoshi Sato, Pages 265-276.

■ Teacher professional development for the integration of content and language in higher education, by Mª Noelia Ruiz-Madrid & Inmaculada Fortanet-Gómez, Pages 277-280.

■ Multimodality and pronunciation in ICLHE (Integration of Content and Language in Higher Education) training, by Francesca Costa & Olivia Mair, Pages 281-296.

■Metadiscourse use when shifting from L1 to EMI lecturing: implications for teacher training, by Marta Aguilar-Pérez & Sarah Khan, Pages 297-311.

■Supporting the academic staff of the internationalised university: a project at the Department of Management, by Elena Borsetto, Pages 312-323.

■Multilingual teacher training in South Tyrol: strategies for effective linguistic input with young learners, by Lynn Mastellotto & Renata Zanin, Pages 324-336.

■Language learning opportunities in native vs. non-native EMI lecturer input: insights for a language-aware approach to EMI teacher training, by Alexandra Vraciu & Hortènsia Curell, Pages 337-350.

■From effective lecturing behaviour to hidden cognitions: a preliminary model explaining the Language-Teaching Methodology Interface, by Ada Bier, Pages 351-365.

■Teaching is therapy for me. The subjective wellbeing of Austrian ICLHE teachers: learning to balance challenges and resources through teacher development, by Margit Reitbauer, Ulla Fürstenberg, Petra Kletzenbauer & Karoline Marko, Pages 366-380.

■Towards more learning-centred English-medium education: promoting the combination of backward design and community of practice in teacher training, by Miia Konttinen, Pages 381-391.

■Prof-teaching: an English-medium instruction professional development program with a digital, linguistic and pedagogical approach, by Teresa Morell, Marian Aleson-Carbonell & Pilar Escabias-Lloret, Pages 392-411.

摘要

Examining the domain-specificity of language mindset: a case of L2 reading comprehension

Gholam Hassan Khajavy, Department of Foreign Languages, University of Bojnord, Bojnord, Iran

Fereshteh Pourtahmasb, Department of Foreign Languages, University of Bojnord, Bojnord, Iran

Chengchen Li, School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, People’s Republic of China

Abstract Purpose: The present study investigated the domain-specificity of language mindset with a focus on foreign language (L2) reading mindset. We further examined whether L2 reading mindset could predict several L2 reading-specific outcomes, including L2 reading achievement and L2 reading emotions above and beyond general language mindset.Design/methodology/approach: We gathered data from 489 Iranian university students during regular classroom hours. Participants completed the questionnaire which included L2 reading mindset, general language mindset, L2 anxiety, and L2 enjoyment items. They further took an L2 reading comprehension test. Findings: Results of the confirmatory factor analysis supported a two-factor solution for both L2 reading mindset and general language mindset scales, corresponding to the fixed and growth categories. Furthermore, the findings of hierarchical multiple regressions indicated that adding L2 reading mindsets significantly added to the explained variance in L2 reading anxiety, L2 reading enjoyment, and L2 reading achievement. Originality/value: Findings of this study supported the incremental validity of L2 reading mindset as it could predict L2 reading outcomes above and beyond general language mindset. This finding empirically supports the domain-specificity of language mindset. Therefore, both L2 researchers and teachers should be aware of the unique role that L2 reading mindset plays in L2 reading skill.

Key words Language mindset, L2 reading mindset, L2 reading emotions, L2 reading achievement, positive psychology

Exploring pre-service language teachers’ mindsets using a sorting activity

Åsta Haukås, University of Bergen, Bergen, Norway

Sarah Mercer, University of Graz, Graz, Austria

Abstract Researching mindsets has become a topic of considerable interest in language learning. However, the majority of studies tend to focus on learners and their mindsets, with very little research examining the mindsets of teachers, either in-service or pre-service. Yet, teachers' mindset beliefs about their competences as educators are likely to be fundamental to their willingness to engage in professional development and how they cope with challenges. In this study, we addressed two research questions: 1. What are pre-service teachers' mindsets about diverse language teaching competences? 2. In what ways do pre-service teachers explain their mindset beliefs about language teaching? Data were collected from 12 pre-service language teachers in Austria and Norway using two semi-structured interviews, a short background questionnaire, and a sorting task prior to the second interview. During the sorting task, the teachers arranged statements along a continuum and were asked in the following interview to explain their sorting. The findings revealed a set of interrelated beliefs best thought of as a system including beliefs beyond malleability. There was no evidence of categorical mindset beliefs but more orientations towards a particular perspective. The study raises important questions for research methodologies using binary dichotomies and single-point data collection tools.

Key words Mindsets, pre-service teachers, teaching competences, teacher beliefs, language teacher education

Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S.

Esra Ozdemir, School of Teacher Education College of Education, Florida State University, Tallahassee, FL, USA

Mostafa Papi, School of Teacher Education College of Education, Florida State University, Tallahassee, FL, USA

Abstract Second language (L2) researchers have often studied how L2 speaking anxiety and self-confidence influence various aspects of the language learning process whereas the sources of these emotions have remained under-explored. Drawing on Dweck’s (1999) theory of motivation, the present study examined L2 learners’ mindsets (beliefs about the malleability of their language learning intelligence) as potential sources of L2 speaking anxiety and L2 self-confidence. Questionnaire data was collected from 92 international teaching assistants who use English as a second language in their teaching practice at a U.S. university. Multiple regression results showed that whereas the Fixed L2 Mindset (the belief that language learning ability cannot change) positively predicted L2 Speaking Anxiety, the Growth L2 Mindset (the belief that language learning ability can grow) positively predicted L2 Speaking Self-Confidence, confirming the hypothesized relationships between the conceptual principles of the mindsets theory and the nature of L2 anxiety and self-confidence. Theoretical and educational implications and future research directions are discussed.

Key words Language Mindsets, L2 Speaking Anxiety, L2 Speaking Self-Confidence, International Teaching Assistants

Why do growth mindsets make you feel better about learning and your selves? The mediating role of adaptability

Nourollah Zarrinabadi, Department of English, University of Isfahan, Isfahan, Iran

Mohsen Rezazadeh, Department of English, University of Isfahan, Isfahan, Iran

Mina Karimi, Department of English, University of Isfahan, Isfahan, Iran

Abstract We argue that growth (vs. fixed) mindsets are important for positive emotions and self-development because growth mindsets can foster adaptability, referring to the ability to adjust oneself in different circumstances. This study examines the role of mindsets in adaptability and whether adaptability, in turn, predicts learning emotions (anxiety and enjoyment), self-concept, and self-efficacy. The data were collected through self-report questionnaires from 211 (141 females and 70 males, Mage = 17.2 years, SDage = 6.8) Iranian intermediate language learners. The path analysis results showed that fixed mindsets negatively predicted anxiety, enjoyment, self-concept, and self-efficacy through the mediation of adaptability, whereas growth mindsets positively predicted enjoyment, self-concept, and self-efficacy and negatively predicted anxiety through adaptability. The results held even after accounting for ideal L2 self and perceived competence. These findings highlight that growth mindset is an essential factor for developing positive learning emotions and self in foreign language classrooms.

Key words Language mindsets, adaptability, self-efficacy, self-concept, enjoyment, anxiety

Mindsets and language-related problem-solving behaviors during interaction in the classroom

Masatoshi Sato, Department of English, Universidad Andres Bello, Santiago, Chile

Abstract This classroom-based study explored language mindsets in the context of communicative interaction between L2 learners. Amid the increasing research on mindsets in the L2 field, two issues warrant further research to improve our understanding of how mindsets affect L2 learning. First, research has largely been product-oriented and mindsets’ impacts on learning processes are under-investigated. Second, the research has rarely examined actual behaviors, especially in an interactional context. Participants were university-level EFL learners in Chile (N = 42). They were paired according to their mindsets, resulting in three pairing patterns and seven pairs for each pattern: Growth-Growth (G-G), Growth-Fixed (G-F), and Fixed-Fixed (F-F). During regular classes, the pairs engaged in decision-making tasks. Two propensities were focused upon. First, problem-solving behaviors were operationalized as language-related episodes (LREs) in which learners worked together to solve linguistic issues. Second, collaborative learning was analyzed using Storch’s framework of the degree of collaboration. In total, 384 LREs were identified. The comparisons among the three pairing patterns showed that (a) growth-mindset learners tended to initiate LREs, (b) F-F pairs engaged in the least number of LREs, and (c) G-G pairs resolved the most LREs proportionally. However, growth-mindset learners did not necessarily engage in collaborative interaction and some exhibited negative behaviors (e.g. negative perfectionism). Together, the study suggests that while growth-mindset positively contributes to problem solving, the individually-held beliefs do not necessarily translate to social contexts such as peer interaction in the classroom.

Key words Mindsets, problem-solving behaviors, resilience, LREs, collaborative learning, negative perfectionism

Multimodality and pronunciation in ICLHE (Integration of Content and Language in Higher Education) training

Francesca Costa, Department of Language Sciences and Foreign Literatures, Università Cattolica del Sacro Cuore, Milan, Italy

Olivia Mair, Centre for Higher Education Internationalisation and Department of Language Sciences and Foreign Literatures, Università Cattolica del Sacro Cuore, Milan, Italy

Abstract

Purpose This paper describes a study carried out within an ICLHE training programme in a Northern Italian university. The paper discusses the way an increased awareness of multimodal resources and the ability to deploy them effectively during lectures could offset language deficits of lecturers and enhance overall communicative competence and pedagogy.

Design/methodology/approach Eight mini-lectures given during a microteaching session undertaken as part of a training module were video recorded for analysis. Lectures are a form of multimodal discourse and multimodal analysis was chosen for an examination of spoken language with a particular focus on pronunciation, audiovisual presentations and non-verbal communication, as well as any other didactic material or strategies used by the participants. The video recordings were chosen on the basis of observations and feedback from the trainers with the aim of investigating ICLHE competence.

Findings and originality There have been few studies on pronunciation and ICLHE and they tend to be oriented towards investigating students’ pronunciation gains in English-medium Instruction (EMI). The findings of this study suggest that by enhancing multimodal competence and focusing on pronunciation, lecturers can improve their overall communicative competence.

Value The results of this study provide some indications of how educational developers can help lecturers increase their awareness of the communicative potential of multi-semiotic modes to support their pronunciation and improve the clarity of their lectures.

Key words  ICLHE professional development, EMI, microteaching, multimodal analysis, pronunciation

Metadiscourse use when shifting from L1 to EMI lecturing: implications for teacher training

Marta Aguilar-Pérez, School of Industrial Engineering, Universitat Politècnica de Catalunya, Barcelona, Spain

Sarah Khan, Faculty of Science and Tecnology, Universitat de Vic-Universitat Central de Catalunya, Barcelona, Spain

Abstract

Purpose Research on EMI (English-Medium Instruction) has addressed the extent to which content lecturers speaking in their L1 perform as well as when they lecture in English. In this study a lecturer who gave the same lecture in his L1 (Catalan) and English was observed to examine if and how transitioning from one language to another impacts his use of metadiscourse.

Methodology Drawing on Adel’s taxonomy (2010), data from four lectures were obtained to compare the quantity and quality of metadiscursive items in the L1 and EMI lectures.

Findings Findings show that the lecturer made a similar use of metadiscourse across languages of instruction, suggesting that EMI does not always affect the use of metadiscourse. A closer analysis of the content of the lectures suggests that metadiscourse seems to be determined more by the complexity of the lecture content rather than by the language of instruction.

Value These results substantiate the need for bespoke training that accommodates to different lecturer profiles in terms of English proficiency, pedagogy and the complexity of the content to be taught.

Key words Metadiscourse, teacher training, EMI lecturer performance, spoken academic discourse, lecturing skills, task complexity

Supporting the academic staff of the internationalised university: a project at the Department of Management

Elena Borsetto, Department of Linguistics and Comparative Cultural Studies, Ca’ Foscari University of Venice, Venezia, Italy

Abstract One of the consequences of the growing number of English-taught programmes offered by European universities is the top-down request that lecturers switch from their L1 to English, for teaching, while the administrative staff is required to communicate with international students. To help the academic staff cope with the change, some universities have provided them with training and support. In Italy, a project ran from 2015 to 2018 at the Department of Management of a university in the northern part of the country, and consisted of a support service in which the staff could arrange appointments with a language tutor, to discuss issues related to their use of English in academia. During one-on-one sessions, fieldnotes were kept about the participants' difficulties and needs. Through the lens of Grounded Theory, data were coded and grouped into categories, according to their types and frequency. The findings revealed that problems mainly concerned vocabulary, pronunciation, and grammar. The project is briefly presented, followed by a description of the linguistic and communicative problems most found. This study provides insights into the everyday language practices of the academic staff, since it identified the problems solved through the support service and those to be tackled in the future.

Key words Teacher education, teacher training, professional development (PD), language support, EMI (English-Medium of Instruction), internationalisation

Multilingual teacher training in South Tyrol: strategies for effective linguistic input with young learners

Lynn Mastellotto, English language,  Faculty of Education, Free University of Bolzano. 

Renata Zanin, German language, Faculty of Education, Free University of Bolzano.

Abstract

Purpose: Attempts to cultivate a multilingual mindset in education in South Tyrol find an obstacle in educational norms, structures and policies that divide students into linguistically distinct schools based on their self-identified main language. Education in the region is administered through three separate educational authorities – German-speaking, Italian-speaking, Ladin-speaking – and teachers are prepared for service in one of these based on their own declared linguistic identification. Plural identities and translingual interaction do not flourish in this context where language separation is the norm. This paper begins with an overview of the educational policy of language separation in South Tyrol and its impact on the language achievement of its students. It then addresses how the Free University of Bolzano has responded to the need for improved language competences through teacher training for multilingual schools in the Province of Bolzano.Design: The paper presents the preliminary results of a small-scale study with in-service preschool teachers through an action research cycle in which classroom observations and a language input observation scheme are used to quantitively measure the quality of teachers' language input in second-language instruction in German and English, and provide formative feedback for improvement in teaching practice.Findings and Value: The expected outcomes of the study are threefold: (1) improving input and corrective feedback strategies of language teachers; (2) raising language awareness among teachers participating in peer observation; (3) empowering the emergence of language rich episodes through effective planning of interactive lessons in second/foreign language teaching. The study contributes to an understanding of what makes teachers' corrective feedback strategies in preschool settings effective in rendering input comprehensible for young learners, thus assisting language appropriation processes.

Key words Multilingual education, teacher training, language input and interaction, corrective feedback, foreign language teaching

Language learning opportunities in native vs. non-native EMI lecturer input: insights for a language-aware approach to EMI teacher training

Alexandra Vraciu, Education Faculty, Universitat de Lleida, Lleida, Spain

Hortènsia Curell, Filologia Anglesa i Germanística Facultat de Filosofia i Lletres, Universitat Autònoma de Barcelona, Bellaterra, Spain

Abstract Despite a growing body of research on English-medium instruction (EMI), little is known about how actual EMI lecturers’ language practices support L2 learning, specifically key psycholinguistic processes such as learner comprehension and output. This paper presents a classroom-centred study of the L2 learning opportunities found in the EMI lecturers’ input. More specifically, it compares the presence of discourse features and strategies supporting students’ input comprehension and output in a series of EMI classes taught by an English L1 lecturer and an English L2 lecturer at a Catalan university. The results show that both lecturers employ a variety of strategies to foster comprehensible input and student participation in their classes, with a clear bias in favour of the former. The English L1 lecturer provides more support to comprehensible input than his English L2 counterpart, who is keener on student participation. The profile of the students might have prompted the use of different discourse strategies, as well as the lecturers’ beliefs on the nature of L2 scaffolding in EMI. We argue for the importance of developing research-informed EMI teacher training programmes revolving around discipline-specific language awareness and reflective cycles.

Key words EMI, lecturer input, language learning, language awareness, native vs non-native

From effective lecturing behaviour to hidden cognitions: a preliminary model explaining the Language-Teaching Methodology Interface

Ada Bier, Department of Linguistics and Comparative Cultural Studies, Ca’ Foscari University of Venice, Ca’ Bembo, Dorsoduro 1075 Venice, Italy

Abstract This contribution reports on the findings of a project whose aim was to explore the construct of the language-teaching methodology interface (LTMI) in lecturing through English. Evidence of its existence will be provided and implications for teacher training will be considered. On the assumption that the LTMI can be characterised by the co-existence of a practical and a cognitive dimension, in previous contributions we focused on such elements. First, following Björkman ([2011] “Pragmatic Strategies in English as an Academic Lingua Franca: Ways of Achieving Communicative Effectiveness?.” Journal of Pragmatics 43 (4): 950–964), we carried out an intensive analysis of a number of observed lectures with the aim of exploring the interplay between the use of pragmatic strategies and non-standardness at the morphosyntax level in EMI lectures in an Italian context. Afterwards, through qualitative analysis of semi-structured interviews, we sought to uncover those conditions lying underneath observable behaviour. In the present contribution, first, the extensive analysis of observed lectures is described. Second, steps taken within the framework of fuzzy-set Qualitative Comparative Analysis (Ragin [2000] Fuzzy-set Social Science. Chicago, IL: University of Chicago Press, [2008] Redesigning Social Inquiry. Fuzzy Sets and Beyond. Chicago, IL: University of Chicago Press) to analyse all findings obtained are illustrated. Empirical findings seem to support the claim according to which the two dimensions of language and teaching methodology do have blurred boundaries: the results obtained may therefore be interpreted as a first confirmation of the existence of the multifaceted construct of the LTMI.

Key words English Medium Instruction, content-teaching and language integration, lecture observations, lecturer cognitionsfuzzy-set QCA

Teaching is therapy for me. The subjective wellbeing of Austrian ICLHE teachers: learning to balance challenges and resources through teacher development

Margit Reitbauer, Institute of English Studies, University of Graz, Graz, Austria

Ulla Fürstenberg, Institute of English Studies, University of Graz, Graz, Austria

Petra Kletzenbauer, FH Joanneum, Kapfenberg, Austria

Karoline Marko, Institute of English Studies, University of Graz, Graz, Austria

Abstract 

Purpose: Even though research on teacher wellbeing has recently generated considerable interest in the field of teacher psychology, investigations of the subjective wellbeing of ICLHE teachers remain relatively scarce and have not found their way into teacher development. It is therefore worth investigating whether teachers in tertiary education struggle or flourish in their role as ICLHE teachers, what factors appear to diminish or enhance their wellbeing and how teacher development can address these factors. Design/methodology/approach: Based on a nation-wide study on the subjective wellbeing of Austrian CLIL teachers in primary and secondary education, data for this paper were generated from ten semi-structured interviews with ICLHE teachers who discussed their ability to cope with the spate of new tasks and to remain optimistic despite the emotional and social demands they have to face. The findings below are the result of a thematic analysis following procedures laid out by Braun and Clarke ([2006] “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101.). 

Findings: Our study shows that teachers manage the challenges of having to teach in English better if they perceive their work as rewarding, have a strong social network and see a clear purpose in their work. It seems that particularly in tertiary education, goals, motivation and possibly prestige connected with ICLHE help reduce the impact of stress and other challenges. Originality/value: Based on our findings, we developed a combined Interactive Balance Model for Managing Wellbeing which offers a feasible avenue to explore individuals’ positive psychological resources. We hope that this model will provide a framework for effective ICLHE teacher development.

Key words Integrating content and language in higher education (ICLHE), subjective wellbeing (SWB), teacher development, interactive balance model for managing wellbeing

Towards more learning-centred English-medium education: promoting the combination of backward design and community of practice in teacher training

Miia Konttinen, Centre for Multilingual Academic Communication, University of Jyväskylä, Jyväskylä, Finland

Abstract 

Purpose

Teaching in English-medium education (EME) requires mastery of content and ability to teach in a multilingual setting, but also pedagogical expertise and didactic agility. However, there is an apparent lack of proper training of EME teachers, who are typically experts of their field, but not necessarily equipped to design and implement EME. Moreover, there is still an evident gap with respect to understanding how EME teachers turn curricula into actual teaching and students’ learning. By addressing this gap, the present study provides recommendations for EME teacher training.

Approach

Finland, with its long EME traditions, was the present study’s context. Data saturation, i.e. adequate data richness and thickness [Fusch, P. I., and L. R. Ness. 2015. “Are We There Yet? Data Saturation in Qualitative Research.” The Qualitative Report 20 (9): 1408–1416] was achieved by interviewing four teachers, each from a different English-medium master’s programme, following the think aloud method. The interviews focused on curriculum implementation and the aspects guiding it.

Findings

As a result of the thematic analysis, two distinctive themes were identified. First, the curriculum implementation in EME programmes seems teacher-oriented and activity- and content-driven, whereas ideally it should be more learning-centred. Second, the EME teachers seem to be operating to a great extent very independently, hence there appears to be a lack of programme-level co-operation.

Value

As a contribution to developing EME teacher training, this study recommends promoting the combination of the backward design and community of practice via teacher training. Moreover, the study advocates teacher training that is less focused on individuals, and keener on supporting and training programme staff as collective entities.

Key words English-medium education, teacher training, curriculum implementation, think aloud method, community of practice, backward design

Prof-teaching: an English-medium instruction professional development program with a digital, linguistic and pedagogical approach

Teresa Morell, English Studies Department, University of Alicante, Alicante, Spain

Marian Aleson-Carbonell, English Studies Department, University of Alicante, Alicante, Spain

Pilar Escabias-Lloret, English Studies Department, University of Alicante, Alicante, Spain

Abstract 

Purpose

The purpose of this study is to present Prof-teaching, an English-medium instruction (EMI) lecturer training program at the University of Alicante (UA) and to determine if it meets the needs of the institution's current and prospective EMI lecturers.

Design/methodology/approach

In this case study, the EMI lecturer professional development program is described along with the surveys and course evaluations carried out to assess its effectiveness. The description focuses on the UA context, the key factors that promoted Prof-teaching, as well as the objectives and components of its three modules. Course participants' teaching experiences, needs and challenges are compared together with their course evaluations, which consisted of quality assurance questionnaires for each module.

Findings and originality/value

The findings not only provide evidence of the program's benefits, but also highlight the importance of collaborative efforts among diverse university units to implement EMI training initiatives, as well as to conduct periodic needs analysis and quality evaluations. An interesting result was that experienced EMI lecturers claimed that pedagogical training was more important than developing linguistic competence. It is recommended that programs provide lecturers with support technology and mentoring schemes with previously trained EMI content lecturers who already have experience teaching their subjects in English.

Key words  English-medium instruction, professional development, digital support, linguistic training, pedagogical training, mentoring

期刊简介

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, review articles and book reviews. It draws on a range of disciplines that share a focus on exploring new approaches to language learning and teaching largely from a learner-centred perspective.

《语言学习与教学的创新》是一本国际权威期刊，致力于研究语言学习和教学创新的各个方面。它发表研究文章，创新实践文章，评论文章和书评。它借鉴了一系列学科，这些学科主要从学习者为中心的角度探索语言学习和教学的新方法。

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.

学习者的工作，生活和学习模式的变化以及新技术学习的使用强烈影响着语言学习和教学的各个方面，从我们如何看待教师和学习者的角色，到我们如何适应新的角色，从我们开发的材料和方法，以更灵活的方式支持学习者， 我们用来研究这些方法的研究方法。全球化的影响，国际流动性的增加以及对更灵活的学习方式的需求，对学习者不断变化的需求进行了批判性反思。该杂志为这种反思提供了一个论坛，并鼓励研究人员探索新教学法的理论基础，这些教学法侧重于语言学习创新的发展和支持。

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