This edited volume contains 11 short papers selected from the 2017 Innovative Language Teaching and Learning at University conference (InnoConf), which took place on the 16th of June at The Open University. The theme of the conference was "Integrating Informal Learning into Formal Language Education." The aim of the conference was to engage in productive collaboration between language professionals to further equip students to succeed in the ever-growing landscape of formal and informal learning. The chapters in this book provide insights into many types of innovative approaches to teaching languages at university and beyond. The contributing authors have experimented with new strategies to enrich their students' learning experience or identified new ways of using existing resources in and outside the classroom. This is the third volume in a series of books compiling papers from the InnoConf conferences. Following "Integrating informal learning into formal language education: An introduction" (Fernando Rosell-Aguilar, Tita Beaven, and Mara Fuertes Gutiérrez), this volume is comprised of three sections. Section 1, Learning collaboratively online: Attitudes, motivation, and learning communities, contains the following papers: (1) Can you teach me to speak? Oral practice and anxiety in a language MOOC (Zsuzsanna Bárkányi); (2) Social media in L2 education: Exploring on-line collaborative writing in EFL settings (Robert Martínez-Carrasco); (3) Busuu: how do users rate this app for language learning? (Miguel Ángel Saona-Vallejos); and (4) 'It's a shame that we haven't met earlier!': Facilitating a tandem language exchange programme at Queen's University Belfast (Liang Wang). Section 2, Testing and evaluating language learning tools, contains the following papers: (5) ImparApp: Italian language learning with MIT's TaleBlazer mobile app (Tiziana Cervi-Wilson and Billy Brick); (6) LipDub: A technology-enhanced language learning project with music (Kirsten Mericka); (7) Video resources in a flipped language classroom: An experience of using videos to flip a Mandarin teaching module (Zhiqiong Chen); (8) The Better French Living Project: How to encourage linguistic, practical, and cultural year-abroad preparation outside the classroom (Sandra Salin); (9) Multimodal Corpus of Spanish Speech Acts: Main features and potential pedagogical uses (Marta Vacas Matos); and (10) Twitter as a formal and informal language learning tool: From potential to evidence (Fernando Rosell-Aguilar). Section 3, The polyglot community: An interview with Richard Simcott, contains the following paper: (11) The polyglot community: An interview with Richard Simcott, by Tita Beaven (Tita Beaven and Richard Simcott). An author index is included. (Individual papers contain references.) [Language Acts and Worldmaking contributed to the funding for this publication. For the second volume, "Innovative Language Teaching and Learning at University: Enhancing Employability," see ED574244.]