KEYNOTE SPEAKERS
Allen Davenport
Cambridge University Press & Assessment
KEYNOTE
Exploring Sustainability in ELT – Our Role as Educators
Sustainability is gaining increasing attention in education, and English language teaching is no exception. This session, based on research commissioned by Cambridge University Press & Assessment, explores the role of ELT in promoting sustainability. The talk will cover key themes, including sustainability’s relevance in education, the role of ELT in fostering global citizenship, essential skills and competencies for learners, and practical steps for embedding sustainability in curricula. It will also address emerging research and frameworks guiding sustainability in education. By the end of the session, participants will have a clearer understanding of how ELT can engage with sustainability in a meaningful way, helping learners develop the knowledge and language skills needed to navigate global challenges.
WORKSHOP
Teaching Sustainability in ELT – Practical Classroom Activities
Sustainability is not just a topic for discussion—it’s a skillset that can be developed through engaging, meaningful language learning activities. This interactive workshop will introduce teachers to practical ways of integrating sustainability into their ELT classrooms, using pedagogy aligned with the Cambridge Sustainability Framework. Participants will explore adaptable activities for young learners, teenagers, and adults, focusing on developing knowledge, values, innovation, and transformation skills. Teachers will gain ready-to-use ideas, including sustainability-focused discussion prompts, learning tasks, and creative activities that connect real-world issues to language learning. By the end of the workshop, attendees will leave with concrete lesson ideas and adaptable strategies to seamlessly integrate sustainability into their teaching, helping learners build language skills while engaging with important global topics.
Professor Paul Kei Matsuda
Arizona State University, USA
KEYNOTE
Reinventing Language Teaching in the Age of AI: Embracing Change, Redefining Purpose
Artificial Intelligence is rapidly transforming language education, prompting excitement, uncertainty, and, for some, genuine fear. As AI tools become more powerful and accessible, many teachers wonder whether their roles will be diminished—or even replaced. But rather than viewing AI as a threat, we can approach this moment as an opportunity to reflect, adapt, and lead. This talk explores how language teaching can—and must—evolve in the age of AI. I begin by outlining what current AI tools can do well, such as generating texts, modeling grammar, and supporting personalized practice, while also identifying critical limitations, including issues of context, nuance, and communicative intent. From there, I invite participants to consider how our unique strengths as educators—our capacity for empathy, relationship-building, and cultural insight—remain more essential than ever. Rather than trying to compete with AI, we can redefine our teaching in ways that help students become thoughtful, responsible users of AI tools and more effective communicators in AI-mediated contexts. This includes guiding learners to critically evaluate AI-generated content, make informed linguistic choices, and reflect on the ethical and rhetorical dimensions of language use in digital spaces. By understanding the evolving landscape and embracing our changing roles, we can not only remain relevant but become even more impactful in preparing students for a world where human and artificial intelligence will increasingly coexist.
WORKSHOP
Designing with AI: Smarter, Simpler, and More Sustainable Approaches to Course and Materials Development
AI tools are rapidly changing the way we think about designing courses and developing instructional materials. From generating reading prompts and quiz questions to drafting syllabi and lesson plans, AI can support educators in streamlining routine tasks and sparking new ideas—saving time while expanding creative possibilities. But effective use of AI in course design requires more than just asking ChatGPT to “make a worksheet.” In this hands-on workshop, we will explore practical, pedagogically grounded strategies for using generative AI to support language and writing instruction. Participants will learn how to prompt AI tools to generate and refine materials aligned with specific learning goals, adapt content for different proficiency levels, and even support multilingual learners with more inclusive scaffolding. We will also discuss the limitations of AI-generated materials, including issues of accuracy, context, tone, and cultural nuance, and consider when human judgment is most essential. Together, we will examine how to integrate AI ethically and effectively into curriculum planning while maintaining our professional values and pedagogical commitments. Whether you are an AI beginner or a curious skeptic, this workshop offers a supportive space to experiment, reflect, and reimagine what is possible when course design meets intelligent assistance.
(*Note: please bring your laptop/tablet for this workshop)
Associate Professor Tamas Kiss
Sunway University, Malaysia
KEYNOTE
Unlearning Learning: New Horizons in ELT
How does the brain work? What is language learning? How does language learning motivation impact learner experiences in a lesson? These are some questions educational researchers are trying to answer through the lens of Complex Dynamic Systems Theory (CDST) which is a relatively new field of study, especially in Applied Linguistics and English language teaching. CDST is the study of ever-changing, dynamic connections within a system where links form between items and then they dissolve to allow new connections to be forged. This process is similar to how we learn, unlearn, and relearn certain concepts. My talk will introduce CDST as a possible way to reconsider strongly held beliefs about learning and teaching and will challenge how we traditionally conceptualize a language classroom. I will argue that reconsidering learning and teaching as a CDS is acknowledging that learning always happens at the edge of chaos. It is there where meanings emerge, where you find creativity and language play. Therefore, it is important that teachers balance their lessons between order and chaos to facilitate learning.
To provide an example of how a CDS works, I will discuss an area of applied linguistics that have embraced CDST as a conceptual and analytical framework: language learning motivation. I will present the findings of a study that examined English for Academic Purposes (EAP) students’ motivation throughout a semester, showing the interconnectedness of a multitude of motivational factors that influenced the learners’ willingness to study. I will conclude by making some practical suggestions on how language learning motivation can be steered towards a more motivated state.
WORKSHOP
Motivational Tug Of War: What Motivates And Demotivates Your Learners?
In this workshop we aim to examine the most common motivational and demotivational factors that influence students in their learning of English. We will discuss how demotivational factors can be ‘converted’ into motivational factors (and if it is possible, at all?) and what we can do to steer our learners’ motivational systems towards a more motivated state. Hands on activities, sharing experiences, and collaborative thinking will enrich the workshop which will be kept practical. By the end of the workshop, participants will be able to reevaluate some firmly held beliefs about motivation and learning, and look at motivational and demotivational factors through a critical lens.
Professor Stefanie Shamila Pillai FASc
Universiti Malaya, Malaysia
KEYNOTE
Putting 'Sustainability' into English Language Teaching and Learning
This keynote looks at the relationship between English language teaching and learning and sustainability. To put it into context, firstly, English remains the language with the greatest number of learners and speakers worldwide. Second, the number of English as a first language (L1) is outnumbered by those for whom English is a second (L2) or foreign language (EFL). Third, English is a key global lingua franca and is therefore, an essential tool for international communication. Fourth, the internationalisation of education has led to particular levels of English language proficiency being a must-have for entry into academic programmes teaching with English as an MoI. Fifth, English is often a requirement for many jobs not just in countries where English is the official or main language but also in some countries where this is not the case. Sixth, added to all of these is the fact that there are varieties of English across the globe – not all of which are perceived the same. The emphasis is on English in all these cases when it comes to education, job opportunities, as well as social and economic mobility. These are important considerations in relation to developing a sustainable future for all. Within the context of the SDGs, this keynote will discuss these points in relation to the role of English language teaching and learning and issues of adaptability, accessibility, gatekeeping, and multilingualism with examples from the Malaysian context.
WORKSHOP
Sustainable English Language Teaching and Learning: From Reflection to Action
English language educators often have to navigate multiple and sometimes competing demands from various sources. These include responding to policy aspirations, completing the syllabus, meeting the expectations of administrators, parents, and learners, adapting to rapid technological changes, as well as taking into consideration learners’ own backgrounds. Within all of these is the way in which English can both empower and disadvantage learners. This workshop aims to explore how ELT can be made ‘sustainable’ for learners by combining reflection and practice. Taking into account all the demands and the empowering effect of English, participants will, first, reflect on their own language use, and second, how this is mirrored in their classroom practices. Participants will then explore ways to make English language learning meaningful and relevant for learners not just for immediate gains but for long term use, thus having a sustainable effect on learners.
Dr. Justin Shewell
TESOL International Association, USA
Arizona State University, USA
KEYNOTE (Virtual)
Teaching in the Age of AI: Sustainable Strategies for the Future of English Language Education
As artificial intelligence rapidly transforms education, English language teaching stands at a critical crossroads. How can we embrace AI in ways that enhance, rather than erode, the human-centered values at the heart of language learning? In this keynote, Dr. Justin Shewell explores how AI tools can be thoughtfully integrated into classrooms to promote sustainable teaching and learning. With a focus on ethical and pedagogical considerations, the keynote unpacks how AI works, highlights risks such as data privacy and inherent biases, and offers practical strategies for empowering both educators and learners. Rather than replacing teachers, AI can support a future where language instruction is more inclusive, personalized, and adaptable. This session invites educators to critically engage with AI, not just as a technological trend, but as a partner in building a more equitable and enduring model of language education.
