The conference accepts original research papers (not presented before) related to applied linguistics and language education on the following topics (but not limited to):

A key challenge teachers face in the classroom is how to deal with learner diversity and how to cater for the variety of students’ needs. In this presentation, I focus on cognitive variation among students and discuss the impact of cognitive individual differences on language learning. I will showcase some of the inclusive language teaching methods that recent research has found to be effective in supporting the development of key language skills. The talk will conclude with suggestions on how further support can be offered to cognitively diverse language learners so that they also become successful in acquiring additional languages.

The professionalisation of EMI universities is often discussed as an aspirational goal, yet the challenge remains: how can institutions move beyond fragmented, ad hoc approaches to establish a structured, quality-driven framework that ensures both lecturer development and student academic success? This presentation engages critically with the intersection of EMI policy, interdisciplinary pedagogy, and institutional quality enhancement, proposing an evidence-based model for sustainable academic excellence.

At the core of this discussion is a pragmatic solution that rethinks EMI policy and governance, fosters interdisciplinary teacher collaboration, and establishes rigorous frameworks for EMI lecturer professional development and certification. Crucially, it aligns EMI instruction with cognitive and disciplinary rigor to enhance student academic learning outcomes. More than a theoretical exploration, this presentation introduces a research-informed, adaptable model designed for practical implementation across diverse EMI university settings—one that ensures measurable improvements in teaching efficacy and student achievement.

He has published articles in Applied Linguistics, Language Assessment Quarterly, and System journals, and book chapters on a range of themes including Digital Language Learning Materials, Quality Assurance in Language Education, Online Teacher Education Course Design, and Evaluation. Thom is a regular presenter and chair at international and national ELT conferences and was a plenary speaker at IATEFL 2021.

This presentation will look at the professional competences teachers need in the face-to-face and online classroom as the decade develops, and the implications for initial teacher education and in-service teacher development. We will consider the role of language change and language choices, content and language integration, digital technologies, remote learning and Artificial Intelligence, teachers’ assessment principles and practices, and awareness of the learning environment. These are all potential areas for effective teacher development, and may empower teachers to deal with the challenges of this exceptional decade. The invitation is to consider these competences in the light of the upheaval in teaching and learning which we all experienced over the first years of the 2020s, alongside the undercurrent of developments in Artificial Intelligence applied to education, and to examine how teachers may need to reframe and refocus their role. This choice of areas of focus in this talk is not intended to be exhaustive, nor inflexible, but rather a reflection on trends which have been emerging over some time, and are thrown into stark relief by current realities and discussions of possible futures.

In this engaging plenary, Kevin McCaughey explores how teachers can become more effective presenters in any setting: classrooms, staff meetings, conferences—anywhere they are told “the floor is yours.” With humor, and frequent audience surveys and polls, Kevin reveals 10 common Teacher Talk Trip-Ups—mistakes he's made himself—and offers simple, practical strategies to fix them. Along the way, he challenges educators to rethink how they use their voices and presence to connect, lead, and inspire. The session closes with a timely question: As AI continues to reshape communication, will public speaking still matter—and what does that mean for language teachers?

The “publish or perish” phenomenon is a global reality in academia, and it is becoming increasingly prevalent in Uzbekistan’s English Language Teaching (ELT) context. Many ELT educators, including pre-service and in-service teachers as well as graduate students in foreign language education programs, face increasing pressure to publish in high-quality peer-reviewed academic journals but in the process often encounter significant challenges. Drawing from his extensive collaborative research projects and publications co-authored with Uzbekistani-based ELT colleagues, in this engaging session Ulugbek will: (1) debunk some common myths about academic publishing and (2) offer practical guidelines that help novice as well as experienced language teachers engage in (i.e. reading) and engage with (i.e., conducting) research that can support language instruction. The attendees will not only gain valuable insights about scholarly writing for research publication purposes but also explore useful resources that help them navigate the complex world of peer-reviewed journals.

Participants who wish to attend the conference need to complete this form. As seats are limited and we need to plan resources accordingly, we kindly ask that you only register if you are fully committed to attending.

https://forms.gle/eYHKXuMyi6wdQjCb7

Conference times: May 2-3, 2025 from 9 am to 18.00

Venue: WIUT, 12 Istiqbol street, Tashkent, Uzbekistan Online link will be emailed to registered participants.

Note: Conference speakers are not required to fill this form.

Sample 1 - A sample proposal for empirical study

Sample 2 - A sample proposal for professional application

Sample 3 - A sample proposal for a workshop

Please use this link or the button below to submit your abstract. Please note that the application form is not saved - please submit it once you have filled all the sections.