CURRICULUM DEVELOPMENT IN ENGLISH LANGUAGE TEACHING: INNOVATIONS

AND CHALLENGES FOR THE ASIAN CONTEXT

Ken Kelch
Director, International Language Education Center
Alliant International University
[email protected]

Abstract

Over time, language teaching has undergone numerous changes in the theories which
underlie it, the methodologies it prescribes, and the procedures it favors. These progressive
innovations are an attempt to identify the most effective means of fostering second language
acquisition. In recent decades, the approach favored by applied linguists and language educators
is Communicative Language Teaching (CLT). This approach is judged to offer the best
opportunities for successful second language acquisition. The elements of this approach can be
incorporated into a variety of methods of delivery, course content, syllabus structure, and
materials type. While CLT is widely and successfully implemented in English as Second
Language contexts, its application and success may be limited in English as Foreign Language
(EFL) contexts. In EFL environments – and in particular in Asian countries – CLT faces a
number of obstacles which hinder its implementation. In an effort to overcome these barriers,
curriculum innovations have been developed and implemented, achieving varying levels of
success. Research on curriculum innovation advances the boundaries of what is and can be done
in the effort to promote the acquisition of English in the global community.

Key words: Language Teaching, "English as a Foreign Language"

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 Introduction

Language teaching as a profession, though it has its own domain-specific principles,

beliefs, values, and philosophies, is not an isolated activity but is part of an educational system.

As such, language teaching programs can be said to be governed by organizational principles as

are any number of other businesses and operations. This is particularly true in the case of English

language teaching (ELT), which in recent decades has grown to be a large and important global

endeavor. Whether this spread is in all respects a desirable event (Tollefson, 1995; Canagarajah,

1999; Pennycook, 2003; Phillipson, 2009), it is nonetheless the case that the spread of English as

an international language is widely believed to provide economic, educational, and sociocultural

benefits (McKay, 2008).

This paper will begin with a brief history of English language teaching, providing an

overview of the theories and methods which have guided the discipline over the centuries,

highlighting the pedagogical and curriculum changes that have emerged with each new

innovation in the field. It will then discuss current best practice related to English language

teaching and how that best practice is implemented in foreign countries. The paper will then

present the results of research that is being conducted in the author’s institution regarding

improving the state of English language teaching, in particular as related to curriculum

innovation. These studies focus in particular on the Taiwanese context, yet they are applicable to

other English as a foreign language (EFL) contexts in general and Asian contexts in particular.

Brief History of Language Teaching: Advances in Theory and Methodology

A core framework in the ELT profession over the last several decades is that put forth by

Richards and Rogers (1986), in which they set forth the elements of approach, design, and

procedure as a way describe and evaluate the various language teaching methods that have

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appeared – and in some cases disappeared – over time. They state that “a method is theoretically

related to an approach, is organizationally determined by a design, and is practically realized in

procedure” (p. 16). It is beyond the scope of this paper to analyze in detail language teaching

methods according to this model; it is sufficient here to consider that all generally accepted

methods emerge from and are built upon theoretical principles, are situated in an instructional

system, and are implemented in classroom pedagogy.

In the Western world, the teaching of Greek and Latin was based on learning grammar

rules and memorizing vocabulary. Because this approach was useful in enabling one to translate

from a second language into the native language, it came to be called Grammar Translation. In

this method, the foreign language taught in the mother tongue, with an emphasis on learning

isolated vocabulary words and complex grammatical analysis through context-free drills and text

analysis. This method is still popular today in many EFL environments because “it requires few

specialized skills on the part of teachers [and] tests of grammar rules and of translations are easy

to construct and can be objectively scored” (Brown, 2007:19). Unfortunately, Grammar

Translation does little to help a student learn how to genuinely communicate in the foreign

language.

The Direct Method, similarly in use for over 100 years, is based on the belief that second

languages can be learned in much the same was as first languages are learned: no use of the

native language in the classroom; emphasis on useful, everyday vocabulary and grammar

patterns; inductive teaching of grammar through modeling and practice; and attention given to

both speech and listening comprehension. In part due to the difficulty of implementing the Direct

Method in the classroom, it fell out of favor in the 1920s. However, key elements of the Direct

Method resurfaced in the structural linguistics-based Audiolingual method (ALM) of the 1940s.

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This method was popular for many years, and adaptations of it can still be found in language

classrooms today. ALM was characterized by a heavy dependence of mimicry and

memorization, usually in the form of dialogs and pattern drills which were repeated and

practiced in order to “overlearn” the grammar structures. Learning was seen as a matter of habit

formation; thus, errors were immediately corrected and accurate responses were immediately

reinforced.

ALM was in most cases, however, unable to provide students with the ability to transfer

their abilities beyond the classroom into genuine communication events. In the 1970s and 1980s

the notion of communicative competence gained preeminence in language teaching (Hymes,

1972; Canale & Swain, 1980). In Canale and Swain’s oft-cited model of communicative

competence, language learning is seen as the development of abilities not only in grammatical

competence, but also in sociolinguistic competence (the ability to use language appropriately

according to social norms), discourse competence (the ability to use language in extended

discourse rather than simply in de-contextualized words and sentences), and strategic

competence (the ability to compensate for one’s language deficiencies through a variety of

coping mechanisms). This linguistic paradigm shift led to the development of what is known as

Communicative Language Teaching (CLT), which is today widely accepted, in its many

manifestations, as the dominant approach to language teaching worldwide.

Development of Communicative Language Teaching

CLT may be viewed as “making communicative competence the goal of language

teaching and acknowledging the interdependence of language and communication” (Larsen-

Freeman, 2000:121). While CLT may be interpreted in multiple fashions and can be seen in an

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almost limitless array of classroom procedures and tasks, it generally described as having the

following characteristics (Brown, 2007):

• Focus on all aspects of communicative competence

• Focus on authentic language presented and used in meaningful contexts

• Focus on balancing both fluency and accuracy in students’ developing language

abilities

• Prepare students to use language both productively and receptively in

unrehearsed, real-world contexts according to their needs

• Utilize the language teacher as a facilitator and guide in a student-centered

classroom rather than as an all-knowing controller in a teacher-dominated environment

• Enable students to be active participants in a collaborative, cooperative learning

process

CLT principles and techniques may appear in a number of approaches that have been

proposed, implemented, and evaluated in recent years. One such approach is Task-Based

Language Teaching (TBLT), which focuses on activities that engage learners in language use,

with an emphasis on meaning, as they master linguistic objectives. Brown states, “A task-based

curriculum specifies what a learner needs to do with the English language in terms of target tasks

and organizes a series of pedagogical tasks intended to reach those goals” (2007:51).

Another CLT variation is known as Content-Based Instruction (CBI) and the related

English for Specific Purposes (ESP), in which the learning of specific content takes place

through the second language. CBI can be seen in academic settings (e.g., students learning

biology in English) and ESP refers to professional contexts (e.g., medical professionals, tourism

industry). Both of these approaches allow an integration of language skills (listening, speaking,

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reading, and writing) in the development of students’ communicative competence. In this way,

students are able to fulfill both practical goals and language needs. Another approach which

incorporates CLT principles is “experiential learning.” This includes “giving students concrete

experiences through which they discover language principles by trial and error….giving students

opportunities to use language as they grapple with the problem-solving complexities of a variety

of concrete experiences” (Brown, 2007:291). In experiential learning, rather than simply learning

about a topic, students are directly involved with the subject matter, and “usually there is some

physical involvement in the phenomenon as well” (Brown, 2007:291).

With the rapid technological advancements that have occurred – and will undoubtedly

continue to occur – Technology-Enhanced Language Learning Environment (TELLE) has

become an increasingly vital component of CLT worldwide. Technology offers an abundance of

teaching and learning opportunities. Word processors, Internet, video and audio media, digital

storage options, and the like bring a universe of language teaching materials and tools to almost

any location. Through TELLE, key components of a communicative syllabus are available. For

instance, there are numerous opportunities for classroom interaction, comprehensible input can

be provided, multiple learning styles and strategies are addressed, student collaboration and,

simultaneously, student autonomy are supported, and students’ affective needs are met (Butler-

Pascoe & Wiburg, 2003). The use of technology is particularly promising considering its strong

presence in the lives of many of our students in their use of the Internet, iPods, cell phones,

Facebook, and the like.

Obstacles to Communicative Language Teaching in EFL Contexts

Notwithstanding the generally-held belief in CLT and its pervasive impact on the field of

second language teaching, the implementation of CLT principles in English as a Foreign

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Language contexts has proven to be problematic on a number of levels. Even when promoted by

official policy, communicative curricula face many obstacles which hinder successful

implementation. These problems arise in the domains of the teacher, the students, the educational

system, and the construct of CLT itself (Li, 1998; Nishino & Watanabe, 2008).

Teachers may face difficulty in terms of their possessing misconceptions about the

elements of CLT, a lack of training or limited opportunities for retraining in CLT techniques, a

lack of competence and/or confidence in their own English abilities, and a shortage of time in

their work schedule to develop communicative activities. Students may, in addition to having

English proficiency which is too low to easily engage in communicative activities, also may

show little motivation to learn English as a means of genuine communication (as opposed to

developing the ability to pass standardized entrance examinations) and resist the amount and

nature of classroom participation required by CLT.

Not all of the difficulties associated with implementing CLT can be attributed to teachers

and students, however. Some problems arise out of the nature of the EFL educational system,

such as the large class sizes (40 – 50 students) that are common in countries such as Korea,

Japan, Taiwan, and elsewhere. And while national ministries of education may officially decree

that communicative approaches be utilized (Taiwan Ministry of Education, n.d.), there may still

be a reliance on grammar-based examinations, thus leading teachers and students to continue to

emphasize traditional, non-communicative classroom methodologies. Further, there may be a

lack of financial and administrative support for teachers and programs that endeavor to make the

changes necessary to bring about a successful communicative curriculum. Finally, CLT as a

method is itself less clearly defined than are other, more traditional methods such as Grammar

Translation and Audiolingualism. Therefore, stakeholders throughout the educational system,

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from governments to students, may lack clarity on precisely what CLT is, how it can be utilized,

and what benefits it can bring.

Overcoming Barriers: Curriculum Innovation in the Asian Context

If the barriers outlined above are going to be overcome, thereby enabling students to

develop their English skills while living in their home countries in the most efficient and

effective way possible, then researchers and practitioners alike must investigate innovative

approaches to mitigating the obstacles that are inherent in EFL contexts. What follows are

descriptions of research undertaken by doctoral candidates at the author’s institution, Alliant

International University in San Diego, California. In these projects, researcher practitioners have

designed, implemented, and assessed a variety of innovative approaches toward meeting the

language needs of students while simultaneously reducing one or more of the obstacles which

typically confront the application of a communicative syllabus in an EFL context.

Implementing a Task-Based Syllabus

As mentioned above, one of the manifestations of CLT can be seen in Task-Based

Language Teaching. Given the difficulties of implementing CLT in an EFL context, it is

important to know how and to what extent a communicative approach can be applied. A study by

Yang (2008) undertook a comparison of university students’ English speaking performance

when instructed using either CBLT or Grammar Translation (the students’ traditional

curriculum), both supported by technology in the classroom. 93 students were subjected to one of

the two pedagogies over a 12-week period. The TBLT group engaged in tasks such as

collaborative discussions and problem solving related to their academic major, hospitality and

tourism. The students were also exposed to guest speakers in their field, conducted online

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research, participated in mock customer interactions, and as a final project engaged in a

simulated job interview.

On a standardized measure of oral proficiency, the students in the TBLT group scored

significantly higher gains from pretest to post-test than did the Grammar Translation group.

Additionally, post-treatment interviews with students in the TBLT group revealed many

insightful perceptions. Excerpts of these student comments are as follows:

• “Finally, I can learn the way I want to learn. This is the first time I felt that

English touched my life.”

• “The English teacher asked us what we want to learn. I never had teachers like

this.”

• “Before this, I did not know how to work together and how to share my views

with team members. I not only improved my speaking ability, but also built good

relationships with people.”

• “I found that it is important to let students take responsibility for their learning

and understand what is the most benefit for them in their learning progress.”

These comments demonstrate an important change in the students’ attitudes toward

English instruction. This change is equally important to – if not more important than – language

gains on a traditional test. Such innovations in curriculum as TBLT affect not only students, but

the instructor, too, is impacted by the change. It is a learning process in many respects. The

TBLT instructor made the following comments:

• “Interestingly, the students were not too shy to talk. They were eager to share

their ideas and opinions, even though they used poor English. But how to control the

noise in the classroom was a big problem.”

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 • “I felt the task-based approach created a lower pressure and higher motivation

learning environment.”

• “The task-based approach was totally new for me. The students were taught

subjects which related to hospitality and tourism English. I think this can help students

build their knowledge and enhance their job-related skills.”

Overall, this study concluded that language benefits can derive from a communicative

approach, and that its implementation can be facilitated if (a) all participants understand the

challenges of curriculum revision at the outset; (b) there is an understanding of the relationship

between theory and practice; (c) opportunities are created for students to use the target language

in real-world tasks; and (d) students develop an awareness of their learning process and take

advantage of the opportunities for genuine communication that emerge from a task-based

approach.

Expanding Horizons through an E-mail Project

As discussed above, the use of technology-enhanced learning environments is one of the

most promising avenues for curriculum innovation in the language classroom. In the case of

young learners, the incorporation of technology is an especially natural blending of language

learning with their interests and seemingly natural affinities. Jou (2008) devised a project to

increase elementary school students’ opportunities to use English in a genuinely communicative

format. This study explored whether 6th grade Taiwanese students’ reading and writing abilities

could be improved, and their motivation enhanced, by participating in an e-mail keypal project

with American students.

The project treatment consisted of the students from the two countries engaging in e-mail

communication with each other for 10 weeks on age- and proficiency level-appropriate topics.

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The topics used were related to food, daily routines, special events, leisure activities, and cultural

topics (e.g., national holidays). The students were provided writing prompts in these areas, and

they were asked to share with each other via e-mail their opinions on the topics, and to follow up

in subsequent e-mails with questions and responses in order to create an e-mail “discussion.”

Students’ English reading and writing abilities were measured by scores on the

Cambridge Young Learners English test. Statistical analysis showed a significant gain in the

post-test scores of the e-mail project group at the conclusion of the study period, and they also

demonstrated a statistically significant increase in scores when compared to the non e-mail

control group.

The students were also given a Motivation for Learning Questionnaire after the treatment

period, and again the e-mail treatment group scored significantly higher in their reported level of

motivation when compared with the control group. This survey asked students to rate such

statements as “I really enjoy learning English,” “I want to learn English because it is a useful

tool,” and “I want to learn English because I like to communicate with foreigners.” Similarly,

they took a Confidence for Learning English survey, and once again the e-mail treatment group

scored significantly higher in their reported level of confidence when compared with the control

group. Statements on this survey included, “I feel confident in my English class,” “I feel

confident about having communication with native English speakers,” and “I feel confident

having a cultural discussion with native English speakers.”

The Taiwanese 6th grade teacher was interviewed about her experience with the keypal

project. Her comments were generally positive, stating that e-mail was an effective tool in

improving students’ interaction and communication skills, as well as it being a valuable means to

expose students not only to native speakers’ written communication but also in generating cross-

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cultural contact. The teacher also felt that her participation in the project helped her to become “a

modern English teacher” as she learned about current trends in technology-enhanced curriculum.

It also gave her the opportunity “to share my lessons and resources with a teacher in the U.S.”

This study demonstrates that while incorporating technology is not always easy (e.g., keeping

students on task while on the computers, lag time in the back-and-forth communications, and

coordinating with the other teacher and students half a world away), the linguistic, cultural, and

interpersonal gains make the effort worthwhile.

English through Video Captioning

In an EFL context, students’ lack of exposure to authentic native speaker English can

hinder the development of adequate listening skills. Listening skills can be hampered because the

instructor and the students share the same native language. In addition, the opportunities for

contact with native English speakers are often rare, if not non-existent. Thus, curriculum

designers and classroom teachers must seek novel ways to bring authentic English into the

second language classroom. This can be done in a variety of ways which, if used creatively, not

only can help students improve their listening abilities, but also may help increase their overall

motivation to learn English.

One way to increase students’ exposure to native-speaker English is through the use of

movies and television programs in the EFL classroom. One common complaint of students who

view English language videos is that the rate of speech is too far beyond their abilities to allow

them to understand more than a small amount of the spoken English. The question then

becomes, how can teachers increase the amount of language that the students are able to

comprehend? A dissertation by Tsai (2010) investigated whether the use of feature films with

accompanying subtitles can help improve Taiwan college students’ listening comprehension.

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 In this study, a combination of quantitative and qualitative methods was used with 126

Taiwanese university students. There were two experimental groups (an English subtitles group

and a Chinese subtitles group) and a control group (English audio only; no subtitles). The

quantitative analysis included listening comprehension test scores and a questionnaire.

Additional data was gathered from the students regarding their perceptions of the use of movies

in their English class, as well as survey data from the university English teachers regarding their

perceptions of the effectiveness of using films in listening comprehension classes. Qualitative

analysis was conducted on interview data collected from 21 students (seven from each group)

and six of the English teachers.

The results of this study indicated that students in the experimental groups who watched

movies with either English subtitles or Chinese subtitles performed higher on the measure of

English listening comprehension than did the control group who did not receive the subtitle

treatment. Interestingly, there was no significant difference between the group receiving English

subtitles and the group receiving Chinese subtitles. The qualitative findings from the interviews

showed a preference both by students and EFL teachers for using feature films with subtitles as a

method of helping the students increase their English listening comprehension abilities. These

results highlight the effectiveness of using films with subtitles in promoting English learning

when students are provided with well designed activities to motivate their viewing and engage

them in the English-through-film approach.

Team Teaching

Another issue in the EFL context revolves around whether it is preferable for students to

learn English from a native speaker (NS) or from a teacher who shares the same first language

(L1) as they do. A case can be made that both approaches can be beneficial. That is, a native

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speaking teacher’s competence provides the best possible linguistic model in terms of accent,

implicit understanding of grammar, syntax, and language use, better knowledge of

sociolinguistic rules, and so on. The native speaker’s language, though, is not necessarily the best

indicator of what an L2 user should strive to achieve (Cook, 1999). That is, a teacher who shares

the students’ L1 can serve as a more realistic role model in terms of what the students can

realistically hope to accomplish in English. In addition, an NNS teacher may provide clearer and

more comprehensive language explanations, and may have better explicit knowledge of the

second language than a native speaker does.

A curriculum innovation which aims to take advantage of both of these types of teachers

is a team teaching approach in which a native English speaker and a non-native speaking (NNS)

teacher work together in order to maximize student learning. A study by Tsai (2009)

investigated team teaching practices in four Taiwanese junior high schools, looking at

interactions between the NS and NNS team teachers, interactions among the team teachers and

their students, and the overall effectiveness of the team taught English classes. In order to help

identify team teaching best practices, this research examined participants’ perspectives toward

team teaching and the factors which influence the effectiveness of team teaching.

This study employed a hybrid design, incorporating both qualitative and quantitative data

collection methods. Quantitative data was collected by analyzing student test scores on the

Cambridge Young Learners English examination and on their high school entrance examination

measured against type of instruction: Native speaker teachers teamed with non-native speaker

teachers versus non-native speaker teachers working alone. Qualitative data came from

classroom observations of team teaching and interviews with the teacher participants.

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 This research revealed that there are difficulties associated with the team teaching model,

even though on the surface it appears to be a superior method of instruction. The quantitative

results showed that there was a statistically significant difference in favor of the students in the

non-team teaching environment on both their YLE test scores and based on archival records of

high school entrance examination scores. Analysis of the teacher survey revealed that the

teachers judge team teaching and solo teaching to be equally effective. The NNS teachers were

more satisfied with and preferred solo teaching versus team teaching. The student survey

likewise showed no difference in preference or satisfaction between team and solo teaching.

The qualitative data from observations and interviews revealed that various team teaching

models employed in the four schools resulted in variable outcomes. The qualitative data from

interviews and open-ended questions of the teacher and student surveys showed that systemic,

institutional factors are more critical than the individual difference factors in providing positive

team teaching outcomes. For example, there were perceived discrepancies in the nature and

amount of work conducted by the team partners, classroom management difficulties, scheduling

difficulties, personality differences, and lack of professional training and administrative support.

Despite these challenges, analysis of the team teaching practices studied in this dissertation

demonstrate that there is great potential in this innovative curriculum model, though its

implementation is not simple and these situational factors need to be resolved in order to

maximize the benefits of this alternative approach to English education.

Next Steps in Curriculum Innovation

The research described above provides insight into the work that is being done by

language teaching professionals to create, implement, and evaluate curriculum innovations

whose goal is to improve the English abilities of students in EFL contexts. This work continues

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globally, and its relevance to and importance in facilitating international cooperation through

better communication cannot be overstated. Further innovations in this area of English language

education continue, and one promising model is the emergence of English Villages throughout

Asia.

English Village

The English Village (EV) concept, which originated in Korea, is a way to implement

CLT by immersing students into an all-English environment which is based on real-world theme

rooms. These rooms represent authentic situations such as hotels, supermarkets, restaurants,

doctor’s office, and so on. The original idea of setting up the South Korean English Villages and

the specially designed English programs was, in part, (a) to give students opportunities to

experience an all-English environment, (b) to improve students’ English skills in an easy and fun

way, (c) to decrease the cost of English education, (d) to give students an alternative choice to

study English without going abroad, and (e) to train students in global awareness and

international viewpoints by learning English (Chen and Huang, 2007).

In recent years the English Village concept has been evaluated by Taiwanese educators,

and English Villages have begun to become operational at several locations throughout the

country, first in Taoyuan and subsequently in Kaoshiung County. The English Villages in

Kaoshiung are being investigated by two doctoral researchers at Alliant International University.

Details of that research can be found in separate papers to be delivered at this conference. A brief

description of the English Village curriculum is provided here.

Based on the construct of experiential learning, the English Village environment contains

three key elements, which are (1) the theme classrooms, (2) native English-speaking teachers,

and (3) the English curriculum. These three features form the basis of the Taiwanese English

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Village program. The idea of theme classrooms is based on the concept of motivating and fun

learning. Each theme classroom provides a rich visual stimuli and pedagogically sound materials.

All of the layout and furniture in the theme classrooms are related to the real-world context. The

theme classrooms thus become a tool for raising student’s motivation and a way to bring

everyday English to life, and they are designed to meet the students’ developmental, intellectual,

and emotional needs.

The second essential component of the Taiwanese English Village program is that the

English classes are principally taught by native English-speaking instructors who are assisted by

Taiwanese teachers. Because a primary goal of the Taiwanese English Villages is to give

students an all-English environment, native English-speaking teachers fulfill a key function by

instructing the English Village classes. They are a key component to meeting the aims of (a)

developing students’ communicative skills (especially focusing on listening and speaking skills);

(b) increasing students’ understanding of Western culture; and (c) fostering a positive attitude

among students toward learning English.

The English Village program in Taiwan offers four types of English curricula, including

regular English Village program, one-day tour program, weekend program, and summer/winter

camps program. While specifics of the EV program vary according to grade level, the following

format is generally utilized in some form: In the regular program, students attend the English

Village one class period per week, and rotate to a new theme room every month. Prior to

attending the English Village, the regular (non-EV) English class introduces the topic and

vocabulary of the theme room in order to activate students’ prior knowledge. After studying in

the theme room, the regular English class bridges the content by conducting related follow-up

activities.

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 The one-day program is available to surrounding schools which wish to provide their

students the opportunity to experience English in the theme room environment. The weekend

program offers parents and children a half-day experience together through which the parents

can learn approaches to bringing English education to their children. The three-day summer and

winter camps provide students with activities during their break from school. In addition to

English lessons, the camp programs also provide physical education (e.g., yoga, tumbling,

basketball, badminton). The theme-based lessons and physical education are taught by native

English-speaking teachers and are assisted by Taiwanese English teachers. The primary purpose

of providing this English camp program is to let students experience both language and sport

instruction in a pleasant atmosphere.

The innovative English Village programs aim to raise students’ interests and motivation

toward learning English by providing students an interesting and fun learning environment, in

which it is hoped that students can acquire English naturally in simulated theme classrooms.

Both native and non-native English-speaking teachers collaborate to ensure that cultural and

communication gaps are narrowed. Students can reduce their anxiety of meeting foreigners, as

well as help them improve their speaking abilities and gain more confidence to speak English to

native speakers. In sum, the English Village program is a key component in developing EFL

students’ lifelong interest in learning English and becoming more globally oriented.

Conclusion

Innovation, whether in language teaching or other professions and disciplines, is not a

simple undertaking. Nor are its results guaranteed. In order to optimize the likelihood of

implementing change successfully, several steps can and should be taken:

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 • Make sure that not only is change needed, but that the relevant stakeholders

perceive the need for change;

• Plan change that is neither too great (which generates greater resistance) nor too

small (which undercuts the importance of the change), both of which may cause the

change to fail;

• Make sure that the change is both practical and realizable, and that obstacles do

not exist which will prevent success;

• Use a wide range of change strategies, including enlisting the necessary support

(in particular from those in authority), developing and maintaining clear communication

so that all affected parties are aware of the change process, and including others’

participation in the process so that they have a sense of ownership. (Nation & Macalister,

2010: 173)

This paper has illuminated recent trends in implementing curriculum innovation in

language teaching in an effort to improve the successful learning of English in EFL contexts. The

research reported here represents a sampling of the work that is being done in this regard, and the

aim of making this research known is to motivate support for such efforts not only within

academia but from all elements of society, from government to industry to social acceptance, for

the continuation of such efforts.

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