What's the most effective way to learn English?

Mike Mayor
Mike Mayor
A number of students sat at computers in a library

"What’s the most effective way to learn English?" It’s a question that has perplexed linguists for years. I see room for plenty of innovation in where it all starts - 'Ed'.

The evolution of edtech

In the seventies, reel to reel tape recorders were the latest technology. They enabled us school kids in the north of England to hear French sentences spoken by a first language speaker, rather than by an English teacher.

We looked at pictures projected onto the wall, listened to the sentences and repeated them over and over again.ÌýNot only did the audio-lingual methodology use the latest technology – but the pedagogy was also based on the 'sound' learning science of behaviorism. In a nutshell: if you repeat something often enough, it becomes automatic.

This 'drill and kill' approach to language learning has since been discredited and replaced by the communicative approach. Nevertheless, it lasted long enough to inform all of my secondary school French education.

I was considered a linguist and a grade A student. I went on to study for a French degree. But when I finally landed in France, I was unable to participate in even the most basic conversations. How effective had my language learning been?

A focus on outcomes is needed

So what is the takeaway? Publishers, entrepreneurs and edtech companies must think carefully about their products and courses. What problems are they trying to address? What outcomes are they trying to target?

It’s not enough to be innovative or novel. The shiny new toy will only engage learners for a short time if they don’t feel like they are making progress. We need to measure the impact on actual learning.

However, it is great to see so many exciting things happening in the world of edtech. For the first time, I believe we are on the cusp of delivering truly personalized learning journeys to all students –not just those who can afford individual tuition.

Many of us are developing AI that makes the learning journey adaptive, that monitors learner progress and surfaces that progress to the learner, that offers feedback on pronunciation, grammar, vocabulary, speaking and writing.

We know that feedback has a significant impact on learning. We also know that it is challenging to give feedback on spontaneous language. But this is where AI is heading and soon the vision of learners interacting with virtual tutors on various topics will be a reality.

The role of teachers in the edtech landscape

Will technology replace teachers? Unlikely. Language is a social construct. We learn languages to communicate with others – and an increasing number of language apps are partnering with online tutors and creating language communities to address this need for human interaction. But technology can supplement what the teacher does – and will be able to do so more meaningfully thanks to AI.

It can extend language learning outside of the classroom, driving faster progress. It is available 24/7.It provides learners with a safe space to practice and fail – a way to build confidence. It does not replace the teacher. Instead, it enables the teacher to be replaced in the classroom, focusing on the communicative elements of language learning that are still a challenge for apps.

Read our blog post '6 easy ways to learn English'.

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  • A teacher stood at a table of students helping them

    Tips for keeping learners studying over the holiday season

    By Nicolas Chaparro
    Reading time: 3.5 minutes

    Nicolas Chaparro is a Colombian language teacher with a bachelor's degree in basic education, specializing in humanities and languages. After spending five years working as a systems technician, he discovered the potential of technology to enhance learning, which ignited his passion for dynamic, tech-driven education. He has the privilege of working at one of Colombia's most prestigious English institutions, where he currently leads a team focused on education, creativity and motivation.Ìý

    The holiday season is a magical time and the perfect moment to spark a teacher's creativity. I've always believed that learning a language isn't just about studying—it's about living it. As a learner, I loved the resources my teachers and institutions provided, but what truly captivated me was the opportunity to engage with the world using the language skills I had acquired.

    As a teacher, I strive to give my students that same experience. I didn't expect the holiday season to become the perfect setting to turn my teaching philosophy into reality. This blog post shares a personal story of how I used a creative activity to keep my students learning and practicing English during the holidays with the support of the Global Scale of English (GSE).

    The challenge I faced: Mixed levels and ages

    The activity I designed, Christmas Carols, presented two main challenges:

    1. Diverse proficiency levels: My group included students ranging from beginners to advanced learners, all participating in the same activity. I wanted to have them all working together; that's what language means to me.Ìý
    2. Varied age groups: The students also spanned different age ranges, which required an effective approach to engage everyone. It was a Christmas gathering meeting with all the institution's students.

    Basic students worked on identifying vocabulary that is similar to their native language and then used it in a short text. Intermediate students solved riddles to guess words that could be included in the lyrics. Advanced students completed questionnaires to build sentences and find synonyms to refine the text. The carol was divided into three sections: the first paragraph was for basic students, the second for intermediate students and the third for advanced students. I also included French students in the activity, which was designed for both languages.

    After the students completed their tasks in separate groups, I mixed them so they could explain the vocabulary they had learned to one another. To facilitate communication without relying on Spanish, I used pictures and Christmas props to help them express themselves visually.

    Finally, we all came together and sang the carol as one group.

    Turning challenges into opportunities with the GSE

    For me, a successful language activity needs three essential components: clear instructions, engaging resources and opportunities for interaction. With these principles in mind, I crafted an inclusive and dynamic activity, using the GSE to guide my planning.

    Step 1: Defining the goal

    I realized that most of my students didn't know specific Christmas-related vocabulary or any traditional English carols. This activity was also an opportunity to learn by myself and then share with them. This gap was my opportunity to introduce them to the holiday spirit in English.

    Step 2: Planning with the GSE

    I identified suitable goals for each proficiency level using the GSE Learning Objectives. These objectives helped me design tasks that targeted key skills—listening, speaking, reading and writing—while considering the ages and abilities of my students.

    Step 3: Preparing a scavenger hunt

    To make the activity interactive and fun, I organized a scavenger hunt. Students had to solve riddles and follow clues to find words essential for completing a Christmas song. The GSE objectives ensured that the tasks were appropriately challenging for each level.

    Step 4: Pairing students effectively

    Knowing my students well, I paired them strategically based on their proficiency and age. This pairing encouraged collaboration and allowed them to support each other throughout the activity.

    Making language visible and memorable

    One of my priorities was to make the language come alive. I brought visual aids like cards, games, and even a Christmas tree and a nativity scene—elements that most students recognized but had never explored in English. These visuals became valuable tools for teaching vocabulary in a tangible, engaging way.

    To add another layer of interaction, I used my guitar to sing along with the students. By the end of the activity, not only were we singing, but they also understood the meaning behind every word. Watching them take pride in their learning was incredibly rewarding and I knew this vocabulary wouldn't stop there; they would take it home and make it real for them, for the season, for their life.

    Reflections and an invitation

    This experience reminded me of the power of teaching through real-life experiences. Holidays provide a unique opportunity to teach without teaching and to help students study while living the language. Tools like the GSE make it easier for us as educators to plan meaningful and impactful activities.

    My invitation to fellow teachers is twofold:

    1. Explore the GSE resources to enrich your teaching strategies.
    2. Share your ideas and activities with the teaching community. Together, we can create opportunities for our students to use the language in real and virtual contexts that inspire learning and cooperation.

    Let's make 2025 the year we bring language to life in every classroom.