In 2022, four international projects led by leading UK research institutions were awarded Future of English Research Grants. Some of the aims outlined for the grants include:

  • To critically evaluate the key trends identified by the Future of English programme.
  • To develop new and ambitious methods for measuring and tracking the key trends.
  • To find effective means of measuring and understanding the impact on English as a foreign language of greater digital engagement and new technology.

Each of the universities is working with research partners and participants internationally and the grants have a combined reach of 40 countries and 26 researchers. 

Research projects:

Lancaster University

Linguistic demands of EMI in higher education: A corpus-based analysis of reading and writing in university settings in China, Italy, Thailand, and the UK

English-medium instruction (EMI) is a major pedagogical trend, reflecting and shaping the status of English as a global language. To offer new insights into the linguistic experience of students in EMI in higher education, our study will create and analyse a large database of reading and writing from over 1,000 students at seven universities in China, Thailand, Italy, and the UK.

A large-scale quantitative analysis will then be conducted to describe patterns in EMI language use across different academic disciplines, providing an empirical basis for research-informed educational policies that seek to address students’ linguistic needs in this educational context.

The Open University

English for the EDI generation: Predicting and tracking the role of English and digital/mobile technologies in higher education across East and South Asia 

This project investigates predicted trends toward increased online and mobile English language learning and a growing emphasis on equality, diversity, and inclusion, in higher education within four countries in East and South Asia – Bangladesh, China, India, and Indonesia.

A two-phase longitudinal study focusing on students, teachers, and other stakeholders’ views and experiences enables the development and validation of an ecological research approach for assessing predictions and trends relating to the English language and more equitable teaching, learning, and assessment. The study offers insights into evolving predictions, technological innovation, equality of opportunity, and the role of English alongside other languages.

University of Bedfordshire (CRELLA)

Digitally mediated EMI communication in higher education classroooms: Transforming evidence to practical resources

In light of the significance of digital learning and the use of English as a Medium of Instruction (EMI) in the higher education (HE) sector globally, this research focuses on digitally mediated communication in EMI classes and a range of HE stakeholder voices in Malaysia and Japan.

More specifically, it will investigate the nature of communication in online EMI classes and identify the support needed for students and teachers. It will also explore the implications of moving to digital for HE stakeholders both now and in the future, and empirically develop English test tasks for students and teachers in digital EMI contexts. 

University of Warwick

English as a school subject in basic education: Influencing future policy directions 

This project focuses on English as a school subject (ESS) in basic education (BE). It has two strands. First, it tracks key trends in ESS in BE through a longitudinal set of surveys, completed in forty countries. Second, by drawing on documents, coursebooks, and interviews/observations with teachers in twenty ODA countries, it will establish a baseline core curriculum of content and pedagogy for Years 1–7. An analysis of gender in the coursebooks will also be undertaken to identify possible gender stereotyping. Findings from the project will be valuable for policymakers and influencers, educational planners, teacher educators, and teachers.