Language
Skills
Pedagogy
Digital
30mins
Corpus linguistics: what is it and how can it help with English language teaching and learning?
Niall Curry
Corpus insights for Japanese & Korean students
Ivan Sorrentino
20mins
What have we learned about spoken English from the British National Corpus?
Robbie Love
35mins
Corpus insights for Brazilian students
Ana Tatsumi
14mins
Insights from the Cambridge English Corpus
Laura Grimes
9mins
Corpus insights for ASEAN Languages
Allen Davenport
27mins
Corpus insights for Chinese students
Nick Mayfield
Corpus insights for Mexican students
Ricardo Morales and Brad Bawtinheimer
In the market for new vocabulary? Think collocation, collocation, collocation
Larry Zwier
46mins
The Cambridge Papers in brief: learning language in chunks
Greg Wagstaff
7mins
Classroom genres and university genres: getting the balance right
Professor Hillary Nesi
42mins
Methodologies and materials in English for Academic Purposes
Professor Helen Basturkmen
47mins
Helping you to understand the learning brains in your classroom
Nicola Morgan
43mins
6 building blocks for engaging lessons
Dr Heike Krüsemann
44mins
Using research in your classroom – what, where, how? An EXPO session
Dr Claire Dembry
26mins
Ideas to manage social distance in the ELT classroom
Delia Kidd
The Cambridge Papers in brief: motivational aspects of using near peers as role models
The Cambridge Papers in brief: the use of L1 in English language teaching
Rebecca Rios
10mins
The Cambridge Papers in brief: giving feedback to language learners
6mins
The Cambridge Papers in brief: test anxiety in adult learners
Research collaboration between King Abdulaziz University and Cambridge
Mona Sabir
13mins
How can we improve language learning? Insights from cognitive psychology
Jasmin Silver
17mins
How do we promote self-regulated learning in our classrooms?
Martina Kuvalja
45mins
How learners are using corpora in EMI contexts
Pascual Perez-Paredes
Eyes or ears? The benefits of listening while reading for dyslexic and non-dyslexic English language learners
Judit Kormos
40mins
Engagement, confidence and success: research insights for the ELT classroom
Heike Krüsemann
34mins
Best practices for exam preparation: reflecting on the human learner
Dr Niall Curry and Tony Clark
38mins
Focus on vocabulary in speaking in English for Academic Purposes
Professor Averil Coxhead
58mins
Challenges in extensive reading: working with what students bring to the class
Professor Gregory Hadley
Criticality? Critical Thinking? As you like it?
Kashmir Kaur
How can concept mapping help improve academic writing
Alan Kennedy
Learning to learn for the future – promoting learner autonomy in teenagers
Dan Vincent
8 ways to make reading happen with Peter Watkins
Dr Peter Watkins
Four key ways to develop independent learners
Olivia Goodman
The Cambridge Papers in brief: creating a safe speaking environment
8mins
The Cambridge Papers in brief: the development of life skills through play
The Cambridge Papers in brief: the development of oracy skills in school aged learners
Developing a CLIL English curriculum
Ben Knight
What’s new in the CEFR?
Graham Seed
12mins
What research tells us about improving learner autonomy
28mins
Feedback on writing, turbocharged with critical thinking
Kate Wilson
What research tells us about reading skills and how to improve them
33mins
Language and AI: what should be done now to ensure learners and teachers benefit
Professor Rose Luckin
Engaging language learners from home
Professor Sarah Mercer
Speaking to the screen: overcoming challenges in developing conversation skills in virtual contexts
Dr Niall Curry
51mins
How to navigate the kaleidoscope of digital pedagogy in pre primary and primary ELT
Dr Christina Giannikas
41mins
Inclusive language teaching in pandemic times
Professor Judit Kormos
How does Cambridge’s customer research help teachers?
Jose Antonio Mendez
Research and design
Scott Parker
Digital literacy
Roxana Herescu
Understanding automated assessment of speaking
Jing Xu
DIY Research: practitioner investigation in the COVID-19 era
Christina Giannikas
Online audiences and learner writing
Craig Thaine
31mins
Best learning moments in mobile language learning
Agnes Kukulska-Hulme
Defining and evaluating personalised learning
Philip Kerr
32mins
How to nurture independent learners through pedagogic partnerships
Dr Harry Kuchah Kuchah
Nurturing motivated learners through suited content and strong communities
Nahla Al Malki
Acknowledging and developing learner expertise in language learning
Helping EAP students develop as collaborative reflective practitioners
Peter Brereton
Engaging language learners
Professor Zoltán Dörnyei
39mins
Building educational leadership and self sustaining professional learning communities
Dr Peter Dudley
21mins
Cultivating wellbeing in English language teaching
Dr Christina Gkonou
The foundations of engagement: a positive classroom culture
‘Play it again, Sam!’ The value of task repetition
Scott Thornbury
What makes for a positive learning environment?
Professor Steven Heppell
Optimising learner success through differentiation
Professor Betsy Parrish
Keeping what matters: What we can learn from the neuroscience of learning
Professor Curtis Kelly
Behind the Insights: test anxiety
1mins
Behind the Insights: SpLDs
Behind the Insights: flipped learning
Motivating L2 learners and teachers through vision
Engagement, confidence and success – practical ideas for the classroom
48mins
One of the great promises of educational technology is its potential for personalising learning. But ‘personalised learning’ is often undefined, little more than an advertising slogan. For its potential to be realised, we need to be very clear about what we mean by the term. This presentation will explore the different aspects of personalised learning (including self-pacing, differentiated learning goals and learning materials, learning styles and preferences, meeting the needs of learners with specific learning differences) and what research is able to tell us about the effectiveness of personalised approaches.
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Personalisation of language learning through adaptive technology
Cambridge Papers in ELT
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Personalisation of language learning through mobile technologies
Vanessa Pasini
Blog
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Progress and personalisation: how can technology help the teacher?
Glyn Hughes
Talk
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Mobile technologies and personalisation
Mobile technologies and personalisation – a case study
Luiz Rose
Motivating young learners #2: praise, personalisation, and multi-level groups
Karen Saxby
Boost Vocabulary through Personalised Word Lists and Practice
Kory Stamper
The idea of ‘best learning moments’ (Innovating Pedagogy, 2021), builds on the psychological concept of cognitive absorption, defined as deep immersion in an activity or task, often accompanied by feelings of enjoyment. This talk connects the idea of best learning moments to research on mobile language learning. It considers how teachers can create such moments or discover more about how and when they occur in class and beyond the classroom.
Using mobile devices in the language classroom
Using mobile devices in the language classroom #3: Language skills
Robert Godwin-Jones
Professor Agnes Kukulska-Hulme
Using mobile devices in the language classroom #1: Making the case
Using apps in the primary classroom
David Valente
Using mobile devices in the language classroom #2: Getting started
Using mobile devices in the language classroom #4: Best practices
Using mobile phones for exam preparation
Using smartphones for English language learning in ELT
Beena Anil
The Speaking Corner: Mobile learning in and out of the classroom
Reality versus the virtual world: using mobile phones as teaching aids
Thierry Jullien
Teaching teens #5: Mobile and music – learning outside the classroom
Joanna Budden
Getting learners to be engaged in class can be really hard! So what are we supposed to do when we have to teach online, offline, or blended lessons? In this talk we explore what you can do to keep your learners willing to be engaged for now and for the future. Based on research insights, we look at the building blocks of what makes language learning engaging, and share practical tips for your own teaching.
Motivational aspects of using near peers as role models
On speaking: Motivating learners with immersive tasks
The Speaking Corner: The power of near peer models
Emotional Engagement for Adult Students
Charlotte Christopherson
Motivating learners with immersive speaking tasks
Engaging and motivating students through visible progress
Donya Estafanous and Sarah Ellis
Assessment and motivation
Corpus linguistics is a branch of linguistic research that involves the study of large collections of spoken and written language texts, known as corpora. This session will discuss the role of corpus linguistics in language education, outline the opportunities it affords language teaching and learning, and signal the challenges we face when using corpora for English language teaching. You'll leave with useful tools that you can use to work with corpora yourself and some guidelines to help you get started with corpus linguistics.
How are corpus-informed materials different?
Daniela Meyer
In the Market for New Vocabulary? Think Collocation, Collocation, Collocation
Cambridge English Corpus
Cambridge ELT
Website
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Investigating idioms in the Cambridge Learner Corpus
Behind the Insights: Cambridge English Corpus
Video
An Introduction to the Cambridge English Corpus
Sarah Grieves
Spoken English – what do we know? How do we know it?
Claire Dembry
Collocation and the learner: wading into the depths
Michael McCarthy
Using corpora to inform the teaching of academic vocabulary
Jess Hytner
One of the frequently offered types of support for dyslexic students is to allow them to listen to the text while they read. In our research, we investigated the effect of read-aloud assistance on young English learners’ comprehension scores and whether dyslexic students benefit from this assistance differently from their peers with no official identification of dyslexia. In this talk, Judit will present the results of this research project and discuss the benefits of multi-modal text presentation as well as the use of universal design principles in inclusive language teaching.
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Tips for helping students' concentration and focus
Varinder Unlu
Specific learning difficulties – how can they affect your students?
Using stories to 'reach and teach' primary learners with dyslexia
Supporting every teacher: helping students with Specific Learning Difficulties to learn online
Supporting learners with Specific Learning Difficulties: learn how I teach or teach how I learn?
Jade Blue
Specific learning difficulties in ELT
Supporting students with specific learning difficulties in language learning
How to create an inclusive classroom environment
Gender Equality and Disability Inclusion in the Classroom
Hauwa Ojeifo
Data-led insights into your learners’ strengths and weaknesses: spotlight on Japanese and Korean students of English
Data-led insights into your learners’ strengths and weaknesses: spotlight on ASEAN students of English.
10 days in China: A researcher's diary
Data-led insights into your learners’ strengths and weaknesses: spotlight on Chinese students of English.
Data-led insights into your learners’ strengths and weaknesses: spotlight on Mexican students of English.
Being a private English teacher in Brazil
Clara Prado
Data-led insights into your learners’ strengths and weaknesses: spotlight on Brazilian students of English.
Teaching English in the Brazilian countryside
Leonardo Esperanca
The notion of ‘audience’ plays a key role in the methodology of second language writing. It is seen as a way of ensuring that learner writing has communicative purpose. Learners now have the possibility of reaching a wider audience by means of online platforms such as social media sites, blogs and wikis. This talk will explore some of the challenges associated with learners writing for an online audience. It will suggest ways in which teachers can address these issues in the classroom so that learners can communicate with online audiences effectively.
Developing young writers in ELT
Storytelling and storywriting for Cambridge English: Young Learners
Digital skills that teachers need for the classroom #2: Setting up collaborative digital writing tasks
Nik Peachey
Teacher Tips #1: Preparing students to write a story
Sarah Lahiff
Improving children's writing skills through digital story prompts and feedback
Cindy James
Controlled and guided writing tasks for beginners, Part 1
Urs Kalberer
Teacher Tips #2: Preparing students to write a story
Teaching teens #6: User-friendly webtools for showcasing writing
Samantha Lewis
From talking to writing: A look at ideas for getting lower level students writing
Professor Randi Reppen
Real World Written Genre and Writing Skills
Sarah Mortimer
Academic writing: the value of short answer responses
Dr Zeynep Ürkün
An ambidextrous model of assessment in the second language writing classroom
Isabela Villas Boas
Practitioners’ research has become vital in the world of COVID-19. This webinar will look at issues such as ethical research concerns and data collection methods when conducting research in an e-learning context. The session will consider how a researching practitioner can support their professional role in these unprecedented times. You'll leave the session with various takeaways regarding how to analyse and reflect on data gathered.
Teacher Research 2015 #1: Getting started
Teacher research: practical and relevant classroom inquiry
Simon Borg
Teacher research #1 – Laura Patsko interviews JD Brown and Christine Coombe
Laura Patsko
Teacher Research 2015 #2: The middle
Teacher Research 2015 #3: The end...or is it?
Research Literacy for Language Teachers
Alastair Horne
Using research in your classroom – what, where, how?
What is teacher research, and how can you benefit from it?
How to be a research-informed teacher
Teacher research #2 - Laura Patsko interviews Christine Coombe and JD Brown
There is a wide range of high quality research into both first language and second language reading. Focusing on the related areas of extensive reading, reading fluency and motivation to read, this talk will consider the implications of the research for teaching. It will also include practical classroom activities that reflect the insights gained from research.
Extensive reading in ELT: why and how?
Developing critical reading skills with Dr Peter Watkins
Engaging reluctant readers
Teaching HOT (Higher Order Thinking) Reading skills October 2019
Gaby Lawson
8 ways to make reading happen with Dr Peter Watkins
Engaging learners in extensive reading
Digital reading versus print texts with Dr Peter Watkins
Preparing learners for reading with Dr Peter Watkins
Extensive reading for Primary in ELT
Ideas for extensive reading in the Primary classroom
Justyna Matwiejczyk
Successful reading practices in the young learner classroom
This talk explores uses of language corpora for English language learning in the context of English Medium of Instruction (EMI) programmes across the world. Specific uses of corpora in EMI contexts remain relatively underexplored. In this talk, you'll learn how teachers can embed corpus consultation in disciplinary practices and how they can foster the range of soft skills that corpus consultation can promote.
English as a Medium of Learning (EML) in Primary
Learning English while learning in English
Teaching English through different subjects Part II (CLIL)
Ana Paula Reis Pitombeira Lindoso
Psycholinguistics and Neuro-linguistics for ELT: Insights from Second Language Acquisition Research
Different types of language used for EMI and CLIL programmes
Online Collaboration in CLIL
Liz Dale
Spoken corpora are collections of transcripts of recorded spoken language. By studying them, we can gain many insights about the nature of spoken English, including how it is changing over time. Researchers around the world have had the opportunity to study the corpus and make new discoveries about spoken English. This session explores some of the latest findings about recent change in grammar and vocabulary in spoken British English, and how these findings can inform English language teaching.
The Spoken British National Corpus: Using “Yeah no” in spoken English
Stories behind pronouns: evidence from real spoken British English
Vaclav Brezina
1000 hours of conversations: what does it mean for ELT?
Standard vs. non-standard English
David Crystal
Spoken grammar: why is it important?
Giving and receiving feedback is an essential contributor to the process of learning to write. Yet for teachers it can be a chore and for our students it can be a ‘downer’. In this presentation, based on an action research project, Kate Wilson will advocate a dialogic approach that draws students into thinking critically about their writing. This presentation will inspire you to undertake similar action research into your own use of feedback in the teaching of writing.
Giving feedback to language learners
Critical Thinking: A Short Introduction
Carolyn Westbrook
Teaching critical thinking using Bloom's Taxonomy
Cambridge Life Competencies: Explaining Critical Thinking
The critical thinking ecosystem – why it’s everybody’s responsibility
Chris Sowton
Modern lessons from traditional tales: using stories to develop critical thinking skills
Susannah Reed
Embedding critical thinking and other 21st century skills into classroom practice
Strategies for teaching critical thinking more effectively
Critical thinking: Critical for academic success
Simon Wright
Three ways to use video to cultivate critical thinking
Lewis Lansford
Teachers have always known that successful students are usually those who have the skills and attitudes to take responsibility for their own learning. In this talk, we will look at what research into learner autonomy tells us about what it is and what we can do to develop it. While learner autonomy is especially significant when teaching teenagers and adults, the skills and mindset needed should be developed at all ages. Come to this talk if you want to understand better what learner autonomy really means, and how it can be developed.
Cambridge Life Competencies: Learning to Learn
Learning to learn – beyond the online classroom
Factfile: Learning to Learn
Dr Roxana Herescu
Cambridge Life Competencies: Explaining Learning to Learn
Encouraging Learner Autonomy
Encouraging learner autonomy in the classroom
Cheryl Rao
Innovation In Language Teaching #4: Autonomy And Multimedia
Hayo Reinders
Helping our students learn how to learn
The rapid advances in speech recognition and machine learning technologies have fostered the development of automated assessment of speaking, in which learner speech is scored by computer algorithms rather than trained examiners. This talk aims to demystify automated assessment of speaking. It will also address how an ordinary test user can evaluate the suitability of automated assessment for their proposed test uses.
How do we know what progress our students are making?
An introduction to IELTS #4: Speaking
Greg Archer
Do we need theory to teach speaking skills?
Peter Lucantoni
Assessment of Speaking: how to reduce the challenges of evaluating your learners
Learning oriented assessment and technology
Using authentic practice tests in the IELTS classroom #4: Speaking
Preparing to take Cambridge English exams
Gary Anderson
Assessing student progress
Nailia Abdullina
Safe Speaking Environments
Self-regulated learning (SRL) is a hot topic. But what, actually, is it? And how can we help our students to become self-regulated learners? This talk will explore examples of SRL behaviours and examine how teachers can encourage and elicit those behaviours in their classroom.
Cambridge Life Competencies: Emotional Development
Sowing the seeds of compassion in your school
Dr Kate Brierton
Positive psychology in action
Dr Herbert Puchta
Sensitivity, empowerment and compassion
Emotions in the classroom
Rachel Jeffries
Building compassionate teacher-student relationships
The Common European Framework of Reference for languages (CEFR) has underpinned ELT thinking since its publication in 2001. The publication of its Companion Volume in 2020 has updated and expanded the original document, making it relevant and useful for the 2020s. This video will give a summary of how the CEFR has developed and what the significance is for language learning and teaching.
The Cambridge English Corpus is a multi-billion-word collection of spoken and written English, held in digital form. In this short talk, find out how Cambridge University Press harnesses the power of corpus linguistics to find fascinating insights into the way contemporary speakers of English express themselves in writing and speech, in a vast range of contexts. How is the English language changing? How is spoken language different from written language? And what can the corpus tell us about different varieties and registers of English?
What do we know about digital literacy, and what can we do to support our students in developing their skills? In this talk, we'll look at three key areas of digital literacy and show how insights from research can be actioned in the classroom.
What may be surprise to some, design is heavily shaped by psychology and behavioural science, with many unnoticeable details created as a result of carefully made, research-informed decisions. This brief talk will look at how the design of learning materials at Cambridge are based on research into how we learn and behave. Informed by insights across evidence based inclusive design research, gamification user research, and more the Cambridge learning experiences are designed not only to engage in delightful ways, but whilst doing do, support learners' in areas such as cognitive load and working memory.
What do we know about how we learn and how can this help us learn more effectively? In this talk, we’ll be looking at what cognitive psychology research can tell us about this topic and what implications these insights might have for language learning.
This is an introduction to a research collaboration between the English Language Institute at King Abdulaziz University, Saudi Arabia, and Cambridge University Press. In this first year, we have focused on four projects: a) learners’ interaction with ELT materials in online classes, b) building a learner corpus for Saudi students of English, c) aligning a university preparatory course with CEFR standards, and d) exploring teachers’ beliefs and practices of teaching writing using Cambridge course materials. We will briefly summarise each project and the approach for the overall research collaboration.
This is a brief summary of a project to create an English curriculum for CLIL (Content and Language Integrated Learning). Teachers have often asked Cambridge for guidance on what English their students need in order to learn other subjects through English. This is challenging because of the variety of subject curricula, ages of children, different educational contexts, etc. This talk summarises the approach Cambridge has been taking to base the curriculum on research.
In this Cambridge Paper explainer video, we explore what 'chunks' are, how you can teach them in the classroom, and the benefits of learning blocks of language in this way.
Test anxiety is a specific form of anxiety that happens when someone knows their performance is being evaluated through a test. In this Cambridge Paper explainer, we'll discuss what test anxiety looks like and the tools you can give students to help them manage it.
Oracy is ‘the ability to use the oral skills of speaking and listening,' but it also includes the skills surrounding effective communication. In this Cambridge Paper explainer, we explore how to develop oracy in school aged learners.
Play is often seen as the opposite of learning, however it can be a great tool to develop life skills. In this Cambridge Paper explainer, we'll discuss which life skills can easily be incorporated into play and how you can implement this in your classroom.
How can feedback be shaped to positively influence your students? This Cambridge Paper explainer looks at research from teenage and adult learners and offers some key teacher takeways on how best to feed back to learners.
Should we use learners' own language in the classroom? This Cambridge Paper explainer video will explore the use of L1 through the eyes of the teacher, then the student, and ends with some activities and practical ideas you can use.
Near peer role models are people who are comparable to ourselves in one or more fundamental way (e.g. age, gender, ethnicity, or past experiences). This Cambridge Paper explainer breaks down how near peer role models can improve learner motivation in the classroom, and gives you ideas about how you could use this with your own students.
In this Cambridge Paper explainer video, we look at how you can create a safe speaking environment in the classroom. From using immersive conversation, to peer support, feedback and more – tune in for practical advice you can implement with your learners.
What practical things can you do to encourage your learners to take charge of their own learning? For learners to make good progress with English, we know that they need to do more than just work through the activities you set for them. Drawing on the Cambridge Life Competencies framework, we explore strategies and methods to try in your classroom.
How can we manage social distancing in the language classroom? How can activities still be communicative without working closely in pairs and groups? Looking at pair work alternatives like cross-classroom communication, this talk explores key practical ideas for the face-to-face classroom that don't require learners to be sitting directly next to each other.
The Cambridge University Press Language Research team answer questions from teachers on a range of topics, including where to find useful info and how to integrate the latest pedagogical research into your teaching.
There is plenty of evidence that extensive reading (ER) has benefits beyond just developing fluent reading skills. However, relatively few schools implement Extensive Reading (ER) programmes. This talk briefly summarises the benefits of ER before suggesting practical ways in which learners can be encouraged to engage more with reading programmes and therefore gain the rich rewards that reading offers.
In further education and at work, the rate of change for what we need to know and be able to do is accelerating all the time. Educators need to focus not only on imparting subject knowledge but also on developing their students’ learning skills more generally. Dan Vincent looks at how this can be done in the English language classroom, with a focus on easy, practical activities that can be done during lessons with teens.
Getting learners to be engaged and motivated in class online can be challenging... This talk explores how learners feel about the changed classroom conditions, and what you can do to keep them engaged for now and for the future. Using research insights, Heike looks at 6 building blocks of what makes language learning engaging, and shares practical tips.
Brains are wired to be curious and to learn. But they are also wired for distraction and stress, often with negative effects on learning and health. What is going on in the brains of school students? What prevents them learning? Nicola Morgan is an expert in teenage brains, wellbeing and all aspects of learning. In this talk for teachers of all age groups, she outlines today's main problems and points you towards solutions.
This talk starts with an overview of what specific learning difficulties are and their academic and emotional effects on learning additional languages. Judit Kormos then covers the specific needs of language learners with SpLDs in studying online and in-person classrooms. The session includes detailed suggestions on how to create a nurturing digital and face-to-face inclusive language learning environment.
Digital pedagogy allows for fruitful and beneficial learning experiences for all age groups, but there is still some concern about engaging young learners with digital technology. This session focuses on research conducted within the field of digital pedagogy for Very Young Learners (VYLs) and Young Learners (YLs) in connection to children’s developmental needs across the stages.
The words and structures that commonly occur with a target vocabulary item—that, its frequent collocates—are a top-priority in vocabulary learning. Collocational knowledge represents a giant step beyond the basic form-meaning relationship. This talk takes a practical, usage-focused approach to a fuller form of collocational knowledge and introduces some easy-to-use, free resources.
This talks covers types of teaching methods and materials used in English for study purposes, the needs-related nature of teaching and why EAP methods and materials are often distinctive from those used in general English language teaching. Helen provides examples of methods and materials and demonstrates how these are often linked to the language practices, methodologies and learning styles of academic study.
It’s easy to see why short argumentative essays are the mainstay of so many academic writing courses. The problem is that this scenario is very different from the one played out beyond the academic writing class. This talk suggests ways we can bridge the gap between academic writing inside and outside the EAP classroom, looking towards the university genres we are preparing students to produce.
It is crucial for teachers and students alike to engage in conscious reflection, to allow a deeper and more critical understanding of their actions, experiences, beliefs, and context and their role within it. Peter Brereton outlines how he introduced his students to the principles and benefits of collaborative reflective practice, and explains the self-directed tasks that made reflection an integral part of his course.
Like other types of graphic organizers, Concept Maps can be an effective tool in brainstorming, and are often used that way. Concept Maps have been shown to positively impact learners’ abilities to integrate facts into written thoughts and apply them in a variety of situations. This talk reviews different ways to use Concept Maps and shares feedback from EAP students.
We need to acknowledge learners as experts in learning and develop practices which put learners at the forefront of pedagogic processes. Using examples of classroom activities and student-generated resources, Harry Kuchah Kuchah demonstrates that instilling a sense of shared responsibility for teaching and learning can help students develop a sense of autonomy which is essential for their language learning.
What is ‘criticality’ in the context of higher education? Look at any institution’s prospectus or website or module, it will highlight ‘critical thinking’ as one of the touchstones that measures a student’s and graduate’s worth. Yet, criticality is so much more. This presentation unpacks the term criticality and posits that higher education needs to do more than just tick the ‘critical thinking’ box.
This talk reveals some of the key processes learners commonly bring to the ER classroom, including reading processes such as story-hunting, book-mining, and stasis maintenance. This talk shows you how to notice these student practices, and respond in ways that will help guide learners towards becoming more avid readers of Academic English.
Motivation is an area of concern in many classrooms around the world. This talk explores the importance of motivation and its powerful impact on the learning process. The session uncovers the strong links between appropriate content choice, strong communal ties and motivation. A variety of practical scenarios are presented to help participants translate and apply these links to their own contexts.
A fundamental issue of the pandemic has been how to ensure that pupils are engaging in learning rather than just ‘turning up’. This session reflects on how building pedagogic partnerships with students can help develop their sense of agency and autonomy, so that they grow from being partners with the teacher to being autonomous learners.
The pandemic has brought chaos to our teaching situations, forcing us to make drastic changes with almost no notice. In adapting, we usually find ways to adjust the content delivery, but often that process sacrifices other key factors of learning. This talk examines the neuroscience of learning, using research that shows emotion, predictive processing and the social brain cannot be left out of the learning equation.
This talk explores a systematic approach to differentiating classroom activities (both online and face-to-face) in order to provide an optimal multi-level learning environment for everyone. Content, instructional processes and assessments of learning outcomes can be varied to assure success for learners with different backgrounds and levels. Examples can be applied in secondary and adult classes.
We now have detailed research on what makes for a positive physical learning environment. At the same time, with over 30 years' of experience of online learning communities, there is much we know about managing remote learning too. This session looks at what insights we can apply to ensure the best possible physical conditions for learning, whether at home or in socially distanced schools.
Understanding how to help learners become better speakers remains at the core of ELT research and, in both face-to-face and digital contexts, this work focuses on developing speaking skills and the ability to converse in English. This talk brings together research on language, learning, and teaching in digital contexts, illustrating what teachers and learners can do to develop speaking and conversation strategies.
Teachers have mixed feelings about repetition: on the one hand, teachers know, intuitively perhaps, that language learning involves repetition; on the other hand, repetition is negatively associated with mindless pattern practice drills. This talk shows how to rehabilitate repetition without making it boring.
The psychological principles of engagement are timeless and apply across contexts – whether in the classroom face-to-face or working through an online classroom. This talk reflects on these principles and how we can adapt them to our current teaching conditions. There is a focus on a number of key principles in three areas: Getting learners willing to engage, triggering engagement, and maintaining engagement.
In this session, we will look at the ways that Cambridge investigates and measures the needs and preferences of its customers – teachers, learners, parents and institutions. What are we trying to understand, and how do we ensure the reliability of our insights? And finally, we will look at how these insights get translated into benefits for teachers and institutions.
In this talk from the Better Learning Conference, Sarah Mercer discusses how to set a positive classroom culture by fostering engagement. Effective language learning needs learners to be active and engaged. The challenge for teachers is to ensure learners do not sit on the sidelines, but get actively involved in classroom life and tasks.
Teacher wellbeing has become an issue of increasing focus over recent years. This talk provides an understanding of teacher wellbeing from the individual and cultural perspectives, with consideration of the specific challenges faced by language teachers.
Part of the Academic ELT online conference, Averil Coxhead explores three studies of spoken academic English and how these pieces of research might inform our teaching, approaches to learning, and how we work with materials in classes.
This talk focuses on how to build strong, motivated and resilient teaching and leadership teams, who are energised and skilled in order to continually improve outcomes for their pupils whatever the challenges. Peter Dudley examines collaboration between teachers, middle leaders and principles and gives examples from around the world of what can be achieved when these align at each level.
Rose Luckin explores how Artificial Intelligence is relevant to education, in particular language teaching and learning. In this talk, discussions include how AI can contribute to teaching and learning, and how it helps students and educators progress their understanding and knowledge more effectively.
In language education the significance of student engagement is arguably even greater than in other subject matters, because no method of teaching can deliver a high level of communicative competence without ensuring that students are actively involved in the process. This talk focuses on two important student engagement targets: engaging with the school context and the learner’s peer group.
This talk explores how learners feel about the changed classroom conditions, and what you can do to keep them motivated and engaged. Based on research insights, this talk offers strategies to make language learning effective, and shows how you can apply these in your own teaching so you will feel confident and inspired.
This talk centres on IELTS exam takers in China, and demonstrates how equipping students technically may not help with issues of stress and anxiety. Based on a meta-analysis, the talk shows that teachers and students would also benefit from knowledge of the more human side of test-taking. The talk also offers some practical, research-informed recommendations for the exam classroom.
In this talk Zoltan Dornyei briefly describes a new approach to the understanding of language learning motivation, the ‘L2 Motivational Self System’. He discusses the practical implications that this new conceptualisation of motivation offers by increasing the vividness of self-relevant imagery. This talk posits that the transformation of language classrooms into learning environments has to begin with the teachers.
A very short introduction to our flipped learning Cambridge paper.
A very short introduction to our Cambridge paper all about specific learning difficulties.
A very short introduction to our test anxiety Cambridge paper.
