Insights On Demand will bring to life the latest ELT research and more importantly, show how it can support teachers like you!
We will be premiering a whole host of talks from experts around the world and you can join thousands of teachers at watch-alongs on YouTube and Facebook, being part of every session. You can ask questions and add ideas for discussion and our teams will be on hand throughout, watching the premieres with you!
It doesn’t stop there – register today and you’ll get access to our new ‘On Demand library’. With more videos and downloads, you can access new ideas and concepts at a time that suits you! This content will not only help you in class, but with your own professional development too.
Video premieres showing how the power of research can boost what you already know about your learners.
Insights from researchers and experts on topics that are relevant to teachers today.
Language, pedagogy and skills, harnessing the power of the Cambridge Language Research team and our tools to show how we can better understand learning.
New sessions with new content. Every premiere will be new for Cambridge and every single one will have practical outcomes, leaving you armed with new ideas for your teaching and development.
Head of Language Research
Director of Language Research, ELT
Senior Research Managers
What does research tell us about how English is really used and learned?
What does research tell us about effective teaching methodology?
What does research tell us about how we develop skills?
What does research tell us about how we can best learn in an online or digital environment?
Register once for access to all sessions on the programme. We'll email you session links and you can view them across our YouTube and Facebook channels.
*All times quoted below for the sessions are UK time (GMT+1)
Premiering on Facebook
Premiering on YouTube
08:00 - 08:40 AM
15:00 - 15:40 PM
Defining and evaluating personalised learning
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 and what research is able to tell us about the effectiveness of personalised approaches.
09:00 - 09:40 AM
16:00 - 16:40 PM
Best learning moments in mobile
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 will connect the idea of best learning moments to research on mobile language learning. It will consider how teachers can create such moments or discover more about how and when they occur in class and beyond the classroom.
10:00 - 10:40 AM
17:00 - 17:40 PM
Engagement, confidence and success: research insights for the ELT classroom
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 will explore what you can do to keep your learners willing to be engaged for now and for the future. Based on research insights, we will look at the building blocks of what makes language learning engaging, and share practical tips for your own teaching.
11:00 - 11:40 AM
18:00 - 18:40 PM
Corpus linguistics: what is it and how can it help with English language teaching and learning?
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.
12:00 - 12:40 PM
19:00 - 19:40 PM
Eyes or ears? The benefits of listening while reading for dyslexic and non-dyslexic English language learners
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.
01:00 - 01:20 AM
This session is not showing on Facebook
Corpus insights for Japanese &
Data-led insights into your learners’ strengths and weaknesses: spotlight on Japanese and Korean students of English.
Online audiences and learner writing
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.
DIY Research: practitioner investigation in the COVID-19 era
Practitioners’ research has become vital in the world of COVID-19. This session will look at issues such as ethical research concerns and data collection methods when conducting research in an e-learning context. It 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.
What research tells us about reading skills and how to improve them
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.
How learners are using corpora in EMI contexts
This talk will explore 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.
What have we learned about spoken English from the British National Corpus?
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 will explore 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.
21:00 - 21:20 PM
Corpus insights for Brazilian students
Data-led insights into your learners’ strengths and weaknesses: spotlight on Brazilian students of English.
22:00 - 22:20 PM
Ricardo Morales and Brad Bawtinheimer
Corpus insights for Mexican students
Data-led insights into your learners’ strengths and weaknesses: spotlight on Mexican students of English.
02:00 - 02:20 AM
Corpus insights for Chinese students
Data-led insights into your learners’ strengths and weaknesses: spotlight on Chinese students of English.
03:00 - 03:20 AM
Corpus insights for ASEAN students
Data-led insights into your learners’ strengths and weaknesses: spotlight on ASEAN students of English.
Feedback on writing, turbocharged with critical thinking
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.
Understanding automated assessment
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.
What research tells us about improving learner autonomy
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. Tune in to this talk if you want to understand better what learner autonomy really means, and how it can be developed.
How do we promote self-regulated learning in our classrooms?
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.
Philip Kerr is a teacher trainer, lecturer and materials writer who is based in Vienna. His publications include a number of coursebook series as well as the award-winning ‘Translation and Own-Language Activities’ (CUP, 2014). His current interests include the development of vocabulary learning apps, one of which was shortlisted for an ELTON.
Agnes Kukulska-Hulme is professor of learning Technology and Communication in the Institute of Educational Technology at The Open University and Past-President of the International Association for Mobile Learning. She has been researching mobile learning since 2001, most recently as part of the MASELTOV project on personalised technologies for social inclusion, the British Council project on mobile pedagogy for English language teaching, and the SALSA project on mobile language learning in the next generation of smart cities.
Dr Heike Krüsemann is a language researcher and writer with a keen interest in creativity, and a PhD in motivation for language learning. She has many years of experience teaching English and other languages to learners from primary through to adult. After researching teen motivation for language learning at Oxford University’s Creative Multilingualism Research Programme, she joined the Language Research team at Cambridge University Press as a learner engagement specialist.
Niall Curry is a lecturer and ASPiRE fellow at Coventry University. His research 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. 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.
Judit Kormos is a professor in Second Language Acquisition in Department of English Language and Linguistics at Lancaster University. She was a key partner in the award-winning DysTEFL project sponsored by the European Commission and is a lead educator in the Dyslexia and Foreign Language Teaching massive open online learning course offered by FutureLearn. She is the co-author of the book Teaching Languages to Students with Specific Learning Differences with Anne Margaret Smith.
Ivan Sorrentino is the ELT and Education marketing director, Asia for Cambridge University Press. After graduating from Cambridge University in 1991, he worked as an English teacher in Spain and Japan before entering the publishing world. Over the past 20 years, he has also been involved in conferences and teacher training events in China, South Korea, Thailand, Indonesia, Malaysia and Vietnam.
Craig Thaine has worked in ELT for 38 years as a teacher/teacher trainer in England, Italy, Egypt, Sweden and his native New Zealand. He is a Cambridge English Teaching Awards assessor for both the CELTA and Delta schemes. Craig is author of Real Listening and Speaking Level 2 (CUP 2008) Teacher Training Essentials (CUP 2010), and Off the Page (2020). He is also co-author of Cambridge Academic English (2012) and Cambridge English Empower (2015) general English adult course.
Christina Giannikas holds a PhD in the field of Applied Linguistics. She is an education and research consultant and has worked with publishers, Ministries of Education and educational institutions worldwide. Christina also works in higher education where she lectures courses in Applied Linguistics and is an experienced teacher trainer of pre-service and in-service teacher education programs in Cyprus, Greece and the UK. For the last four years, Christina has been serving as Chair of the EuroCALL Teacher Education.
Peter Watkins is a currently the course leader for the MA in Applied Linguistics and TESOL at the University of Portsmouth, UK. His main research interests relate to teacher education and teacher education materials writing. His publications include Teaching and Developing Reading Skills (Cambridge University Press, 2018) and Cambridge English Teacher: Vocabulary and Pronunciation (Cambridge University Press, 2012). He is also the author of the Cambridge White Paper Extensive Reading in ELT: What and How? (2018).
Pascual Pérez-Paredes is a professor in Applied Linguistics and Linguistics, U. Murcia, and lecturer in Research in Second Language Education at the University of Cambridge. His main research interests are learner language variation, the use of corpora and digital resources in language education and corpus-assisted discourse analysis. His most recent publication is Corpus Linguistics for Education. A guide for research in the Routledge Corpus Linguistics series.
Dr Robbie Love is a Lecturer in English Language at Aston University, UK. His research involves applying methods from corpus linguistics to a range of contexts, including spoken communication, education and public discourse. He is the author of Overcoming Challenges in Corpus Construction: The Spoken British National Corpus 2014 (Routledge, 2020), and sits on the committee of the British Association for Applied Linguistics (BAAL) Corpus Linguistics Special Interest Group.
Ana Tatsumi holds a B.A. in English and Portuguese from University of São Paulo. After many years working for key institutions in São Paulo, Ana has been an ELT consultant and teacher trainer for Cambridge University Press since 2006, presenting workshops and training sessions, and assisting schools with their pedagogical issues, regarding teaching materials and digital learning solutions.
Ricardo Morales is an international speaker and teacher trainer who for the past 20 years has been actively involved in digital and online education for different private language institutions in Mexico and Latin America. He is currently the Academic Services Manager at Cambridge University Press Mexico.
Brad Bawtinheimer, originally from Canada, is an international speaker currently based in Mexico City. His specialties include oracy, growth mindset and resilience. He is currently the senior academic consultant at Cambridge University Press, Mexico.
Nicolas Mayfield is the Teacher Development Manager for Cambridge University Press, Greater China. He has worked in Australia and across Asia, teaching students from pre-K to adults, in multiple ELT topics. Nicolas has also trained teachers across China on teaching methodologies and techniques, and currently delivers and accesses CELT-P/S training courses.
Allen Davenport is the Teacher Development Manager for the Southeast Asian Region at Cambridge University Press. He holds a Bachelor’s degree in Cultural Anthropology and Linguistics and a Master’s degree in Education with a focus in academic counselling and student development. Allen has been involved in English language teaching for more than a decade in various roles including teacher, academic director, certified examiner for multiple assessment organisations, and teacher trainer.
Dr Kate Wilson is a freelance lecturer in TESOL, and an adjunct associate professor at the University of Canberra. Her doctoral study investigated the teaching of critical reading in university preparation courses. Kate has taught English in many different settings across four continents, and has worked as a teacher educator and curriculum consultant in Australia, China, Laos, Vietnam, Zimbabwe and Cambodia.
Dr Jing Xu is a principal research manager in the Research and Thought Leadership division of Cambridge Assessment, University of Cambridge. He received his PhD in Applied Linguistics and Technology from Iowa State University. Jing began his career as an English language teacher in China. His current research focuses on L2 speaking assessment, automated scoring and feedback, computer-assisted language learning, and validity theory.
Ben Knight works for Cambridge University Press as director of Language Research. His responsibilities include ensuring that high quality research underpins the learning materials, curriculum development and teacher support that CUP provides. Ben has taught and worked in several countries around the world.
Dr Martina Kuvalja is a senior researcher working for OCR (Cambridge Assessment), where she manages a range of projects related to post-primary high stakes assessments in the UK. Previously, Martina worked as a postdoctoral researcher at the University of Cambridge, a consultant for several not-for-profit organisations and as a speech and language therapist. She has a PhD in Educational Psychology from the University of Cambridge.
On demand content will be availble from the 18th May. Content will be released throughout the duration of the event (over 3 days), so if something isn’t available right now, it will be soon!
All sessions are listed in GMT+1 (UK time). You can use an online time zone converter to find the time in your area, or, if you add the calendar links to your online calendar - often these will be automatically converted.
To allow for audiences around the world to join us at our interactive premiere sessions, these will premiere twice. Once on YouTube and once on Facebook. So if one session doesn’t work for your time zone, hopefully the other does!
We are offering a certificate of attendance for interactive premiere sessions only. These will be made available to you at the end of the event.
The speaker presentations will not be shared with attendees, but the sessions will be available on our YouTube and Facebook channels after they premiere so you can view the sessions again.