Innovation in Foreign Language Teaching and Assessment: A Literature Review

Abstract

In the past few decades, there has been a dynamic shift in language teaching methodologies. The teaching of foreign languages in particular has evolved from the traditional teacher-centred approaches to technology-based methodologies which promote innovation and create an autonomous and motivated learner who is able to learn language for communication. Changes in technology have taken language teaching to another level, with innovation taking centre-stage. Through a review of literature from scholarly sources, the study analyses the recent innovations that have appeared on the foreign language teaching arena to make foreign language teaching more effective than ever before. In doing this, the article reflects upon current trends in foreign language teaching, innovation in assessment and conditions that are necessary for a successful implementation of innovations in the language classroom. The article further examines the merits and challenges which go with integration of these technology-based methodologies and how the challenges can be alleviated if learners have to reap maximum benefits. However, in the course of the review of literature, it has come to our attention that while the world of foreign language education has shifted to innovative teaching methodologies, some pockets of educators are lagging behind due to diverse challenges centred around failure to embrace change and the desire to remain in the traditional realm due to fear of the unknown. Other difficulties encountered are inadequate technology infrastructure or lack of resources to acquire relevant devices and unexplained reasons for innovation. All in all, this article views language education as a revolutionalised field whose impact should have long lasting communicative and cultural experiences on the learners.  Given the urgent need to take on board all foreign language teachers, the article ends with recommendations that institutions of learning should support innovation at all costs and that teachers should shift from their traditional pedagogies and embark on continuous self-training for innovation if they are to remain relevant and stay afloat in the 21st century.