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Research Papers
Cambridge English for Academic Purposes
Cambridge English for Academic Purposes
Our freely available Cambridge Research Papers in ELT help you find and understand the latest linguistic and pedagogical research.
Explore our resources to find evidence-based support and classroom inspiration to enrich your teaching.
At Cambridge we work with experts, researchers and teachers like yourselves to research what really works and how technology can help your students learn, so that we can support your online teaching as effectively as possible.
Find out more about our research including Unlock’s Impact Study and discover the core Principles of Language Learning that help students achieve better learning outcomes.
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How our research informs your teaching
Using mobile devices in the language classroom
How can we use mobile functions, apps, and web-based resources to develop language skills and cultural learning?
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Blended language learning
How can blended learning put learners at the centre of the learning process, encourage independence, and help teachers support learning?
Developing critical thinking in EAP programmes
What strategies and techniques can we use to best embed critical thinking skills in EAP programmes?
Personalization in adaptive learning technology
How can innovations in Natural Language Processing and semantic computing help develop tools for language learning?
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Watch our videos for expert insights on digital pedagogy, hybrid teaching, skills work and wellbeing
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At Cambridge, we develop world-class English for Academic Purposes materials built on research into learning that will help learners to achieve better language learning outcomes. Our latest research on digital pedagogy and new EAP digital learning materials enrich teaching, encourage engagement and enhance the learning experience.
Enhance your EAP teaching and learning through cutting-edge research
Your new home for digital learning
Expert Insights on EAP teaching
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Watch our videos for expert insights on digital pedagogy, hybrid teaching, skills work and wellbeing
We are the only ELT publisher to have its own dedicated ELT language research team. We believe that by researching current methodologies, measuring impact in the classroom and sharing our latest research insights, we can empower teachers to improve, grow and learn.
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"The combination of accessible topics, regardless of a student intended academic subject, and the Skills & Strategies, have proven extremely beneficial to students in developing their reading skills. In addition, whilst including the more traditional post reading activities, Making Connections goes beyond this to include tasks that require deeper probing as well as critical thinking."
Alison McBoyle, Student Progression & Transition Manager, University of Aberdeen
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Resources
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Making Connections
Cambridge Academic English
Cambridge English Empower
The reading and vocabulary skills your students need for academic study. The reading and vocabulary skills your students need for academic study. Developing learning strategies, improving reading speed and focusing on vocabulary.
The three-level (B1 to C1) course for higher education students at university or on foundation courses. Focusing on real academic skills and in developing essential critical thinking skills.
A six-level adult course with validated assessment from Cambridge Assessment English. Offering a comprehensive digital package and resources focusing on light academic skills and language.
Our English for Academic Purposes courses focus on the essential language and academic skills needed for successful University study.
Choose from a range of courses designed to help teachers keep learners motivated and develop the confidence learners need to thrive at University.
Try Unlock
2nd Edition
Try Unlock 2nd Edition
Unlock second edition builds all the essential skills and language students need to succeed at University with critical thinking at the heart of the course (CEFR Pre-A1-C1).
Unlock provides teachers with all the support they need to develop the language and academic skills required by their learners for higher education study
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Read more about Unlock
• REDUCE PREPARATION TIME: New Teacher’s Manual and Development
Pack which includes flexible lesson plans, learning objectives and
additional activities helping teachers save time on preparation
• ENGAGE LEARNERS: Digital pedagogy research underpins the
course helping teachers achieve the best outcomes for their students
• TEACHER GUIDANCE: Teacher self-development materials including
how to develop critical thinking in your students
• EASY ACCESS: Available soon in Cambridge One, enabling teachers
to access everything they need in one place
See the Impact Study
Explore how Unlock can develop critical thinking skills
“Every section begins with a few questions that we can discuss which uses our imagination. The book introduces very valuable information and vocabulary”
Student
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“The more we used Empower and explored the online platform, the more we realised that this was far more than ‘just another new book’ and is potentially a game-changer”
Tam Connors-Sadek, Director of Studies, The University of Sheffield
“I think I learned a lot of useful strategies from the book, such as ways to make a strong opinion and express myself confidently”
Student
“It’s got practical knowledge and a strong basis for future study”
Student
“I will always brainstorm, use searching skills, and find relevant words when starting projects in my future studies”
Student
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Student
feedback
Find out what students say about using Unlock and how it helped them develop their critical thinking skills.
Student feedback
Teacher
feedback
Explore what teachers say about the teacher support in Unlock.
Teacher feedback
Teachers had increased confidence in their ability to develop their students’ critical thinking skills.
Their students were better at remembering, completing tables and diagrams with information from elsewhere, and had better analytical skills, which enabled them to make comparisons, identify advantages and disadvantages, and understand cause and effect.
An increase in students’ language use, where more students had useful language to demonstrate their analytical skills.
A greater number of students were good at evaluating what they read or heard and were able to express their own judgement and interpretation of it.
Their students were better at analysing information, and identifying trends and facts.
1
2
3
4
5
Data from impact studies with teachers and students when using Unlock, 2019.
Unlock
Impact Stud
“I can compare and contrast items
as a means of DEMONSTRATING
CRITICALITY.”
BEFORE using Unlock
AGREED
41
AGREED
AFTER using Unlock
57
“I can demonstrate
critical thinking skills
in my SPEAKING.”
BEFORE
using Unlock
AFTER
using Unlock
AGREED
AGREED
40
60
“I can CREATE information.”
AGREED
AFTER using Unlock
42
BEFORE using Unlock
AGREED
33
“I can demonstrate critical thinking
skills in my WRITING.”
BEFORE
using Unlock
AFTER
using Unlock
AGREED
40
60
%
%
%
%
%
AGREED
%
%
%
Get in touch
Evaluate your own language programme
Would you like help evaluating the effectiveness of your own language programme? We can help you undertake your own impact study.
Schools and higher education institutions need to show that they are evaluating their language programmes and using an effective language course.
We undertook impact studies with institutions to measure the influence of Unlock on critical thinking. Data analysis from language test results before, during and after the course, teacher and student pre and post course questionnaires and in depth focus groups were used to inform the study.
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Impact Study
Explore how Unlock develops critical thinking
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2nd Edition
Prepare your EAP students for higher education success
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Expert
Insights
Expert Insights on EAP teaching
Our world class EAP courses are founded on the latest digital pedagogical research led by our team of ELT Language Researchers to ensure our courses meet the needs of teachers and students.
To support teachers we have created four new videos, recently filmed at BALEAP 2021, to help you develop and learn new teaching practices and approaches to EAP.
This video covers the following key topics in digital pedagogy:
• How has digital pedagogy been implemented in the
past year?
• How can we maintain effective digital pedagogy in future?
• What do findings of a study of online interaction and
engagement tell us?
• How can we develop effective online pedagogy for
teaching writing in EAP?
Digital Pedagogy and Online Learning — Dr. Niall Curry
The COVID-19 pandemic has impacted upon language education in myriad ways, as remote-teaching and -learning was forced upon many of us. Our collective move to online teaching can largely be seen as a crisis-response to language pedagogy and, arguably, the entirety of our practices have not been based on existing knowledge of effective digital pedagogies, globally. Recognising this challenge, it seems worthy to consider how digital pedagogy has been implemented over the last year, and what areas for development are important to consider to maintain effective digital pedagogies moving forward.
Moving to unpack the challenges that COVID-19 has created and respond to teaching and learning goals in digital contexts, this paper brings together a number of different perspectives in digital and online learning. First, drawing on a study of digital pedagogy in online and asynchronous contexts, the paper reports on the findings of a study of online interaction and engagement, funded by the Institute of Coding (£19,911.77). Second, looking at wider discourses on online pedagogy, this paper reconciles teachers’ practices with their views on digital and online pedagogy. Third, the paper offers pedagogical insights for the development of effective online pedagogy, with a particular focus on the application to teaching writing in EAP. As a practical paper, this talk will be interactive, create space for the development of research-informed tasks for the online classroom, and offer criteria to develop, review, and critique our online pedagogical practices.
Dr. Niall Curry
Niall Curry is a Lecturer and ASPiRE Fellow at Coventry University. His research is interdisciplinary and centres on the application of corpus linguistic approaches to different areas of applied linguistics. Among these areas is a focus on corpus-based studies of academic writing and metadiscourse in English, French, and Spanish, corpus-based contrastive linguistics, corpus-based studies of language change, corpus-based discourse analysis, and corpus linguistics for TESOL and language teaching materials development. Previously, Niall has worked in industry, at Cambridge University Press, and internationally, at universities in Ireland and France. He holds a PhD in Applied Linguistics from the University of Limerick, is a co-editor of the Journal of Academic Writing, and is a Géras International Correspondent. For further details on his background, areas ofinterest, projects, publications, and ongoing research, see his website.
Read full abstract
Our speakers
Our speakers
Jo Szoke
Jo has been teaching business, general and academic English for more than 10 years in Hungary, Poland, and in the UK. Having finished her DELTA, she became actively involved in teacher training, and is a regular presenter at TEFL conferences, an assistant lecturer of methodology and education technology at a Hungarian university, and a content creator for several English teaching websites and video channels. In her free time, Jo just loves going downhill and jumping around in foreign forests on her mountain bike.
@jo_shortnsimple on Twitter
www.shortandsimpleenglish.com/blog
Dr. Kate Brierton
Kate is a Chartered Clinical Psychologist working in private practice and Chair of Governors at Impington Village College. Her main interests are compassion, mindfulness and educational cultures. She presents and writes for Cambridge University Press on wellbeing in education and is co-authoring The Flourishing School, due for publication in early 2022.
https://compassionatecambridge.co.uk/
If you have any questions for our speakers or would like further information on any of the topics covered please do get in touch.
Contact us
This video covers the following key topics in hybrid teaching:
• Types of hybrid solutions used by teachers in the past year
• How can institutions and teaching staff better
prepare for a hybrid situation in the future
Hybrid Teaching
— Jo Szoke
Read full abstract
In the fall term of 2020, the university I work for in Budapest, Hungary was expecting to go back to socially distanced teaching, but as the pandemic situation started to deteriorate again, a hybrid solution had to be introduced. In the first part of this talk, I am going to look at this particular case of teaching hybrid - what solutions teachers resorted to depending on their technological knowledge and infrastructural support, and what conclusions we could draw from this period before we went completely online around December. In the second part, building on the Digital Pedagogy and Research team’s work at Cambridge University Press, I would like to provide some solutions for how institutions and teaching staff can better prepare for such a hybrid situation in the future with regard to infrastructure, teaching methods, and assessment practices.
This video covers the following key topics in writing skills:
• Findings from a study on learner use of Write &
Improve (W&I)
• Practical applications for W&I in the EAP classroom
• Value of W&I for online and distance learning
Writing Skills
— Dr. Niall Curry
Read full abstract
Technological innovation in supporting feedback on writing is well established in computer-assisted language learning (CALL) literature. Regarding writing development, research has found that CALL systems that respond instantly to learners’ language cansupport their production of better-written texts. To investigate this claim further, this paper presents a study on learner use of Write & Improve (W&I). The study, based on learner engagement with W&I, and learner and teacher surveys and focus groups,demonstrates that learners find W&I to be engaging and motivating. Moreover, there is evidence of improvements in learner writing practices and written language proficiency. For teachers, W&I can render feedback more efficient, allowing them to focus on more complex aspects of learner texts, while spelling and syntactic accuracy are addressed by W&I. Issues also emerge in the use of W&I, which present problem areas for teachers and learners and which signal important future considerations for CALL research. Building on this study, in this talk I propose a number of practical applications for W&I in the EAP classroom and consider how it can be of specific value for online and distance learning.
This video covers the following key topics in teacher and student wellbeing:
• The importance of social interaction for wellbeing
• Practical strategies for building the teacher-student
relationship in the classroom and online
• Communication strategies to decrease stress and
increase psychological safety for teachers and students
• Practical ideas about how to support teacher
wellbeing remotely
Teeachere and Student Wellbeing
— Dr. Kate Brierton
Read full abstract
Hybrid learning presents a new challenge to supporting the wellbeing of students and teachers. By understanding how the mind regulates emotion, we can consider how to provide support across both classroom and online learning contexts. The first half of this talk will cover strategies teachers can use to support students, the second half will cover ways that educational managers can use to support teacher wellbeing.
During the first half of the presentation (up to 20 minutes), teachers will learn about:
• The importance of social interaction for wellbeing
• Practical strategies for building the teacher-student relationship in the classroom and online
• How to validate emotions of students and promote positive coping
During the second half of the presentation (beginning at 20 minutes), managers will learn about:
• Communication strategies to decrease stress and increase psychological safety for teachers and students
• Practical ideas about how to support teacher wellbeing remotely
• The reasons to prioritise their own self-care when thinking about the wellbeing of their staff and students
The COVID-19 pandemic has impacted upon language education in myriad ways, as remote-teaching and -learning was forced upon many of us. Our collective move to …
Digital Pedagogy and Online Learning: Reflections and
Applications for Teaching EAP — Dr. Niall Curry
Read full abstract
The COVID-19 pandemic has impacted upon language education in myriad ways, as remote-teaching and -learning was forced upon many of us. Our collective move to online teaching can largely be seen as a crisis-response to language pedagogy and, arguably, the entirety of our practices have not been based on existing knowledge of effective digital pedagogies, globally. Recognising this challenge, it seems worthy to consider how digital pedagogy has been implemented over the last year, and what areas for development are important to consider to maintain effective digital pedagogies moving forward.
Moving to unpack the challenges that COVID-19 has created and respond to teaching and learning goals in digital contexts, this paper brings together a number of different perspectives in digital and online learning. First, drawing on a study of digital pedagogy in online and asynchronous contexts, the paper reports on the findings of a study of online interaction and engagement, funded by the Institute of Coding (£19,911.77). Second, looking at wider discourses on online pedagogy, this paper reconciles teachers’ practices with their views on digital and online pedagogy. Third, the paper offers pedagogical insights for the development of effective online pedagogy, with a particular focus on the application to teaching writing in EAP. As a practical paper, this talk will be interactive, create space for the development of research-informed tasks for the online classroom, and offer criteria to develop, review, and critique our online pedagogical practices.
In the fall term of 2020, the university I work for in Budapest, Hungary was expecting to go back to socially distanced teaching, but as the pandemic situation started to deteriorate again, a hybrid solution had to be introduced. In the first part of this talk, I am going to look ...
Hybrid Teaching - problems and solutions — Jo Szoke
Read full abstract
In the fall term of 2020, the university I work for in Budapest, Hungary was expecting to go back to socially distanced teaching, but as the pandemic situation started to deteriorate again, a hybrid solution had to be introduced. In the first part of this talk, I am going to look at this particular case of teaching hybrid - what solutions teachers resorted to depending on their technological knowledge and infrastructural support, and what conclusions we could draw from this period before we went completely online around December. In the second part, building on the Digital Pedagogy and Research team’s work at Cambridge University Press, I would like to provide some solutions for how institutions and teaching staff can better prepare for such a hybrid situation in the future with regard to infrastructure, teaching methods, and assessment practices.
Hybrid learning presents a new challenge to supporting the wellbeing of students and teachers. By understanding how the mind regulates emotion, we can consider how to ...
Supporting wellbeing in hybrid learning: strategies for teachers and educational managers
— Dr. Kate Brierton
Read full abstract
Hybrid learning presents a new challenge to supporting the wellbeing of students and teachers. By understanding how the mind regulates emotion, we can consider how to provide support across both classroom and online learning contexts. The first half of this talk will cover strategies teachers can use to support students, the second half will cover ways that educational managers can use to support teacher wellbeing.
During the first half of the presentation (up to 20 minutes), teachers will learn about:
• The importance of social interaction for wellbeing
• Practical strategies for building the teacher-student relationship in the classroom and online
• How to validate emotions of students and promote positive coping
During the second half of the presentation (beginning at 20 minutes), managers will learn about:
• Communication strategies to decrease stress and increase psychological safety for teachers and students
• Practical ideas about how to support teacher wellbeing remotely
• The reasons to prioritise their own self-care when thinking about the wellbeing of their staff and students
Technological innovation in supporting feedback on writing is well established in computer-assisted language learning (CALL) literature. Regarding writing development ...
Investigating the Use of Write & Improve for Developing Written Language and Writing Skills — Dr. Niall Curry
Read full abstract
Technological innovation in supporting feedback on writing is well established in computer-assisted language learning (CALL) literature. Regarding writing development, research has found that CALL systems that respond instantly to learners’ language cansupport their production of better-written texts. To investigate this claim further, this paper presents a study on learner use of Write & Improve (W&I). The study, based on learner engagement with W&I, and learner and teacher surveys and focus groups,demonstrates that learners find W&I to be engaging and motivating. Moreover, there is evidence of improvements in learner writing practices and written language proficiency. For teachers, W&I can render feedback more efficient, allowing them to focus on more complex aspects of learner texts, while spelling and syntactic accuracy are addressed by W&I. Issues also emerge in the use of W&I, which present problem areas for teachers and learners and which signal important future considerations for CALL research. Building on this study, in this talk I propose a number of practical applications for W&I in the EAP classroom and consider how it can be of specific value for online and distance learning.
Read full abstract
The COVID-19 pandemic has impacted upon language education in myriad ways, as remote-teaching and -learning was forced upon many of us. Our collective move to online teaching can largely be seen as a crisis-response to language pedagogy and, arguably, the entirety of our practices have not been based on existing knowledge of effective digital pedagogies, globally. Recognising this challenge, it seems worthy to consider how digital pedagogy has been implemented over the last year, and what areas for development are important to consider to maintain effective digital pedagogies moving forward.
Moving to unpack the challenges that COVID-19 has created and respond to teaching and learning goals in digital contexts, this paper brings together a number of different perspectives in digital and online learning. First, drawing on a study of digital pedagogy in online and asynchronous contexts, the paper reports on the findings of a study of online interaction and engagement, funded by the Institute of Coding (£19,911.77). Second, looking at wider discourses on online pedagogy, this paper reconciles teachers’ practices with their views on digital and online pedagogy. Third, the paper offers pedagogical insights for the development of effective online pedagogy, with a particular focus on the application to teaching writing in EAP. As a practical paper, this talk will be interactive, create space for the development of research-informed tasks for the online classroom, and offer criteria to develop, review, and critique our online pedagogical practices.
Read full abstract
In the fall term of 2020, the university I work for in Budapest, Hungary was expecting to go back to socially distanced teaching, but as the pandemic situation started to deteriorate again, a hybrid solution had to be introduced. In the first part of this talk, I am going to look at this particular case of teaching hybrid - what solutions teachers resorted to depending on their technological knowledge and infrastructural support, and what conclusions we could draw from this period before we went completely online around December. In the second part, building on the Digital Pedagogy and Research team’s work at Cambridge University Press, I would like to provide some solutions for how institutions and teaching staff can better prepare for such a hybrid situation in the future with regard to infrastructure, teaching methods, and assessment practices.
Read full abstract
Technological innovation in supporting feedback on writing is well established in computer-assisted language learning (CALL) literature. Regarding writing development, research has found that CALL systems that respond instantly to learners’ language cansupport their production of better-written texts. To investigate this claim further, this paper presents a study on learner use of Write & Improve (W&I). The study, based on learner engagement with W&I, and learner and teacher surveys and focus groups,demonstrates that learners find W&I to be engaging and motivating. Moreover, there is evidence of improvements in learner writing practices and written language proficiency. For teachers, W&I can render feedback more efficient, allowing them to focus on more complex aspects of learner texts, while spelling and syntactic accuracy are addressed by W&I. Issues also emerge in the use of W&I, which present problem areas for teachers and learners and which signal important future considerations for CALL research. Building on this study, in this talk I propose a number of practical applications for W&I in the EAP classroom and consider how it can be of specific value for online and distance learning.
Read full abstract
Hybrid learning presents a new challenge to supporting the wellbeing of students and teachers. By understanding how the mind regulates emotion, we can consider how to provide support across both classroom and online learning contexts. The first half of this talk will cover strategies teachers can use to support students, the second half will cover ways that educational managers can use to support teacher wellbeing.
During the first half of the presentation (up to 20 minutes), teachers will learn about:
• The importance of social interaction for wellbeing
• Practical strategies for building the teacher-student relationship in the classroom and online
• How to validate emotions of students and promote positive coping
During the second half of the presentation (beginning at 20 minutes), managers will learn about:
• Communication strategies to decrease stress and increase psychological safety for teachers and students
• Practical ideas about how to support teacher wellbeing remotely
• The reasons to prioritise their own self-care when thinking about the wellbeing of their staff and students
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Cambridge Life Competencies in Unlock
The Cambridge Life Competencies Framework has been integrated into our Unlock EAP adult course to help learners develop their life skills and prepare them for the ever-changing world.
Often referred to as ‘21st century skills’, life competencies include the knowledge, skills and attitudes we need to participate effectively in the world around us and to fulfil our potential – in our education, careers and lives in general.
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Unlock 2nd Edition is our most popular EAP course. Hear from our Unlock co-author, Chris Sowton, on how life competencies are embedded in the course.
Developing life
competencies with Unlock
Cambridge Life Competencies in Unlock
Explore how your learners can improve their life skills through our Unlock series.
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Cambridge Life Competencies in Unlock
Collaboration
Communication
Creative Thinking
Learners work well together in groups through actively taking part in activities, listening to others, sharing tasks and finding solutions to problems.
Learners choose the most appropriate language to use in different situations, manage conversations effectively and express themselves clearly and confidently.
Learners actively participate in creative activities, generate new ideas and use them to solve problems.
Critical Thinking
Learning to Learn
Social Responsibilities
Learners identify patterns and relationships, evaluate ideas and use these skills to solve problems.
Learners develop practical skills to support and take control of their learning and reflect on their own progress.
Learners recognise and describe different roles and responsibilities in a variety of groups and understand cultural and global issues.
Request free sample content
Try Unlock and see for yourself how it can improve your learners’ skills. Flexible content options are available whatever your teaching situation.
Download our brochure to learn more about our Cambridge Life Competencies Framework and its application in Unlock.
Download the brochure
More on life competencies in Unlock
If you missed our webinar on The ‘how’ and ‘why’ of embedding life competencies in EAP teaching, you can watch it by clicking on the recording below.
Life Competencies in
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