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The International Association of Teachers of English as a Foreign Language (IATEFL) was founded in 1967 in the United Kingdom as a charitable organization committed to supporting English language teachers worldwide. Over the decades, IATEFL has grown into one of the most globaly representative and influential professional communities in the field of English Language Teaching (ELT). Among its many initiatives, the annual IATEFL Conference stands out as a major international event, bringing together educators, researchers, authors, and publishers to share insights, explore emerging trends, and foster professional development in ELT.
The 58th IATEFL Conference, held in Edinburgh, Scotland, from April 8 to 11, 2025, continued this tradition by providing a rich platform for dialogue, learning, and innovation. The conference featured a wide array of sessions, including keynote speeches, paper presentations, workshops, and poster displays, al of which addressed both long-standing and emerging issues in ELT. In addition to the academic sessions, the event included an extensive exhibition area, whr participants could explore the latest ELT publications, technological tools, and classroom resources.
The Importance of IATEFL Conference: What has changed?
A particularly noteworthy aspect of the IATEFL Conferences is their role in charting the evolution of language teaching practices over time. Each annual event functions as a chronological marker, alowing educators to observe and reflect upon shifts in pedagogical priorities, methodological approaches, and technological integration. For instance, when I first attended the IATEFL Conference in 2006 in Harrogate, a dominant theme was Computer-Assisted Language Learning (Cal), with a significant focus on printed materials and traditional teaching resources. The landscape at that time emphasized the incorporation of computers and software in language instruction, which represented a major step forward in educational technology. In contrast, the 2025 conference highlighted a dramatic transformation in the field. The central theme this year revolved around the integration of Artificial Intelligence (AI) in English language teaching. Numerous sessions explored the potential of AI-driven tools to personalize learning, enhance language assessment, and support autonomous learning. At the same time, discussions criticaly examined the chalenges and ethical considerations associated with AI, including issues of data privacy, bias in algorithmic decision-making, and the risk of over-reliance on technology.
Another emerging area of concern was the growing impact of social media on learners’ attention spans and cognitive engagement. Presenters addressed how the digital environment, while offering opportunities for authentic communication and access to global content, may also contribute to reduced attention, fragmented learning, and increased distractions in both face-to-face and online classrooms. These discussions underscored the need for educators to adapt their teaching strategies in ways that respond to the realities of learners’ digital lives.
Furthermore, the trend towards digital publications and AI-supported educational platforms was clearly evident in the exhibition space. Compared to the heavy presence of printed books in earlier conferences, there was a noticeable shift towards interactive e-resources, mobile applications, and online learning environments. This shift not only reflects changes in publishing but also signals a broader transformation in how knowledge is accessed and consumed in language education.
Professional Improvement
What remains constant, however, is the immense value of professional exchange and networking. The opportunity to engage with fellow educators from diverse cultural and educational contexts remains one of the most rewarding aspects of the IATEFL Conference. These interactions foster a sense of global community and encourage the sharing of innovative practices and context-sensitive solutions. Notably, educators holding a Master’s degree or PhD in ELT are eligible to attend the conference free of charge if they contribute through a presentation, thereby encouraging active participation and scholarly contribution.
For early-career teachers in particular, attending such conferences can serve as a catalyst for growth, offering exposure to cutting-edge research, new teaching materials, and inspirational mentorship. The insights gained through these engagements can lead to more reflective and informed teaching practices, ultimately benefiting both teachers and their learners.
Looking ahead, the 59th IATEFL Conference is scheduled to take place in Brighton in April 2026. As the field of ELT continues to evolve in response to technological, cultural, and pedagogical shifts, such gatherings will remain essential for educators seeking to stay current, connected, and professionaly empowered.