Geoff Stead Donald Clark Paul Driver Michael Carrier Yvonne Rogers
We talk a lot about technology in ELT but the gap between what we do, and could do, is becoming a chasm.
Recent studies show that students can learn to become resilient, discovering how to deal with negative emotions and enjoying their learning more.
Maggie Dunlop Lynne Stevenson
This talk will discuss both the new tasks and new mark schemes for Cambridge English: Young Learners tests.
While few would dispute the relevance of the core arguments made by the Demand-High movement, some of its suggested ‘tweaks’ for practice are unsupported by research evidence and are not always impactful.
How can we help low-level learners write in English? How can we guide them to write successfully at word and sentence level?
Lindsay Clandfield Jill Hadfield
Do you want to liven up an online course with some fun, creative and interactive activities?
This talk addresses the challenge of creating peer to peer interaction within a group in online learning.
Transitioning into teaching IELTS can be awkward. This session offers guidance on how academic managers can provide teachers with the tools to approach this move with confidence
Ben Goldstein Ceri Jones
Global competency focuses on developing particular skills and attitudes: the knowledge and understanding of global issues and intercultural concerns, the fostering of analytical and critical thinking and the valuing of cultural diversity.
Gordon Lewis Eric Baber
Laureate International Universities is a global network of 70 universities with more than 8,000 English teachers across 80 campuses.
Roisin Vaughan Andrew Cock-Starkey
In an increasingly competitive job market how can you make sure your credentials stand out?
Evelina Galaczi Nahal Khabbazbashi
Have you ever used digital technology to learn, teach or assess language?
Ben Knight Sergio L.de Moraes Ferreira
This talk examines what students find most effective when learning English online.
There is a lot of good advice available nowadays for how to teach pronunciation.
Why are some learners highly motivated but others give up?
Does adding technology always add value? Are there really digital natives who can be left to their own (mobile) devices when it comes to technology in education?
Teacher talk can be a powerful pedagogical tool, especially in CLIL contexts where subject content is delivered in English.
The prevalence of free online resources and changing study behaviours suggest that the days of the grammar reference book are numbered. But is this really the case?
Tam Connors-Sadek Chris Jory
In 2016 The University of Sheffield (TUoS) were looking for a coursebook which could show measurable progress for 300+ students on their ten-week roll-on / roll-off general English summer course.
This workshop investigates how formal assessment and classroom-based assessment can motivate learners and enhance learning.
What does the latest evidence tell us about how language is acquired? How might we apply these insights when course books seem to impose a predetermined way of teaching and assessing learners?
Prof. Edward Briscoe
This talk explores recent developments in the free automated assessment and feedback tool ‘Write and Improve’.
This talk will illustrate how decisive the influence of high-stakes examinations, particularly English examinations could have on individuals with my experiences sitting six different high-stakes examinations in four decades.
Storytelling has been used for centuries to build social and emotional understanding, teach life lessons, and to pass language down.