CamTESOL offers plenary talks and plenary panel discussions by leading international ELT experts, local and international researchers and teachers of English. CamTESOL promotes the sharing and networking among classroom teachers, teacher trainers, researchers in the fields of ELT and linguistics and administrators of English language schools.
The plenary and panel discussion speakers at the 22nd Annual CamTESOL include:
Plenary Speakers
Sponsored by 
Dr. Willy A. Renandya
Language Teacher Educator
NIE-NTU, SUSS and RELC
Singapore
“Pedagogy First, Technology Second: Rethinking ELT Priorities”
Technology is now a common feature in language classrooms, from mobile apps to virtual and augmented reality tools. While it offers clear benefits in areas like pronunciation and increased language use, its overall impact on language proficiency remains unclear. Some studies report strong gains in vocabulary, writing, and speaking, but closer analysis often reveals weak research designs. For example, improvements seen in AI-supported tasks, Wiki-based writing, AR- supported speaking tasks (as reported in recent meta-analysis studies) are often due to collaborative learning or interactive practice, not the technology itself. This presentation argues that the use of technology must be guided by key ELT principles such as meaningful input and output, fluency practice, learner engagement, form- focused instruction and a commitment to prolonged language practice. Without grounding in these core ELT principles, technology alone is unlikely to lead to significant or lasting language learning gains.
Biography:
Dr. Willy A. Renandya is a language teacher educator with extensive teaching experience in Asia. He currently teaches language education courses in Singapore, including at NIE-NTU, SUSS and RELC. He is also a visiting professor at Chulalongkorn University and Wuhan University. He has given numerous keynote presentations at international ELT conferences, including AsiaTEFL, CamTESOL, IATEFL, KOTESOL, SEAMEO RELC and ThaiTESOL. He has published extensively in the area of second language education and second language acquisition. His publications include Language Teaching Methodology: An anthology of current practice (2002, Cambridge University Press) and Student-centred cooperative learning (2019, Springer International). He maintains a large teacher professional development forum called Teacher Voices:
https://www.facebook.com/groups/teachervoices/
Website: Willy’s ELT Corner: https://www.willyrenandya.com
Google Scholar: https://scholar.google.com.sg/citations?user=gHW1fVIAAAAJ
Sponsored by
Pro Wayne E. Wright
Associate Dean for Research, Graduate Programs, and Faculty Development
College of Education, Purdue University
USA
“Viewing and Teaching English Language Learners from a Multilingual Lens”
Traditionally researchers in second language acquisition (SLA) and teachers of English to speakers of other languages (TESOL) have viewed language learners as incomplete monolingual speakers of the target language (e.g., English). In this presentation I will highlight the “multilingual turn” in SLA and TESOL which has been growing in acceptance since the 2010s to challenge these traditional views and their associated practices. This multilingual turn has introduced new concepts such as plurilingualism, dynamic bilingualism, and translanguaging. These concepts help us to better understand students as emerging bilinguals and multilingual learners. These language learners have rich and growing linguistic repertories from which they can draw upon for effective learning and for engaging in meaningful communication in bilingual and multilingual contexts. I will share the findings from my own research in primary schools and higher education institutions in the United States of American and in the Kingdom of Cambodia to highlight the power of teaching language learners from a multilingual lens. The presentation will end with practical suggestions for ways you can integrate translanguaging pedagogy in your own classrooms.
Biography:
Pro Wayne E. Wright Dr. Wayne E. Wright is the Associate Dean for Research, Graduate Programs, and Faculty Development and the Barbara I. Cook Chair of Literacy and Language in the College of Education at Purdue University. Dr. Wright completed his BA and MA degrees at California State University Long Beach, and his PhD at Arizona State University. He is a former ESL and bilingual teacher in Long Beach, California, where he helped establish one of the first Cambodian bilingual programs in the country. Dr. Wright has over 25 years of experience as a teacher educator, preparing both pre-service and in-service teachers to work effectively with students classified as English language learners, and other multilingual learners. Dr. Wright has over 100 publications in the areas of language, education, and assessment policy and programs for language minoritized students.
Sponsored by 
Ms. Gae NASTASI
EAL/D Coordinator for Metropolitan Region / President of QATESOL
Department of Education Queensland
“Developing a Critical Lens: Building Metacognitive Awareness in Language Learners for an AI-Driven World”
As artificial intelligence becomes increasingly embedded in education, Englishlanguage teachers face a critical challenge: how do we help learners engage with AIto enhance their language learning while cultivating a critical awareness of thecontent and feedback AI provides? This plenary considers essential strategies fordeveloping learners’ critical and metacognitive awareness so that so that AIserves as a support — not a shortcut — for the deeper thinking and meaning-makingthat real learning requires.
AI can enhance learning by modelling vocabulary, providing feedback, andgenerating examples of written or spoken language. Yet these outputs are oftencontext-blind, lacking the subtle connotations, cultural perspectives, and pragmaticintent that shape real communication. Teachers therefore need to embedmetacognitive and critical literacy strategies that enable students to question,interpret, and evaluate AI-generated text —what is produced, how meaning isconstructed and the contextual appropriateness of AI-generated language.Drawing on EAL/D and TESOL contexts, this session explores classroomapproaches for building AI literacy, encouraging reflection, and cultivating a criticallens in learners. It is essential that language education in an AI-driven world mustcontinue to privilege human judgment, intercultural understanding, and the capacityto engage thoughtfully with language. AI can support and enrich the process, but itcannot replace the intellectual and emotional work of learning to communicate withpurpose, empathy, and depth.
Biography:
NASTASI Gae is currently EAL/D Coordinator for Metropolitan Region, Department of Education Queensland and President of QATESOL. Having trained as a French and English language teacher, she has been teaching English as an Additional Language for 40 years, mainly in Brisbane secondary schools, from on-arrival to Senior English. She has also taught English overseas at all levels, from beginners to advanced, and with both adolescents and adults. She is interested in curriculum and pedagogy supporting language learning.
Theme: "Empowering teaching and teachers in the digital era"
Moderator Mr. Chanreaksmey Mech
Campus Manager
Australian Centre for Education | Panelists Dr. Willy A. Renandya
Language Teacher Educator
NIE-NTU, SUSS and RELC
Singapore | Pro Wayne E. Wright
Associate Dean for Research, Graduate
Programs, and Faculty Development College of Education, Purdue University
USA |
|---|
Theme: "Empowering teachers for the future of ELT"
Moderator Mr. Ratana Chheang
Campus Manager
Australian Centre for Education | Panelists Dr. Chan Vireak
Clinical Associate Professor
Purdue University
USA | Ms. Gae NASTASI
President of QATESOL and
EAL/D Coordinator for Metropolitan Region
Department of Education Queensland
Australia |
|---|
Plenary Panel Discussion Speakers
Sponsored by
Dr. Chan Vireak
Clinical Associate Professor
Purdue University
Biography:
Virak Chan a native of Cambodia, is currently a Clinical Associate Professor in literacy and language at Purdue University. He obtained a Ph.D. in Culture, Literacy, and Language at the University of Texas at San Antonio, a master’s in TESOL at San Jose State University, and a graduate diploma in Applied Linguistics at the Regional Language Center in Singapore. Dr. Chan has extensive English language teaching and research experience, and has published in the areas of language planning and policies, linguistic landscape, teacher education, and teaching writing. He has also facilitated professional development activities for English language teachers, and developing and coordinating educational programs at universities in Cambodia, California, Texas, and Indiana. His current work involves using AI in language teaching and teacher development, developing resiliency in field experiences and promoting intercultural knowledge and experiences in teacher education.
Moderators
Sponsored by
Mr. Chanreaksmey Mech
Campus Manager
Australian Centre for Education (ACE), IDP Education Cambodia
Biography:
MECH Chanreaksmey began his career in education as an English teacher in 2008 and is currently a Campus Manager at the Australian Centre for Education (ACE). He also serves as the Vice Chair of the Australian Alumni Association of Cambodia (AAA-C). Reaksmey holds a master’s degree in Educational Studies (MEdSt) from the University of Queensland, Australia (2020), and a Bachelor of Education (BEd) in Teaching English as a Foreign Language (TEFL) from the Institute of Foreign Languages (2012). His professional and research interests include school leadership, teacher professional development, teacher training, EdTech, and counseling and guidance programs.
Sponsored by
Mr. Ratana Chheang
Campus Manager
Australian Centre for Education (ACE), IDP Education Cambodia
Biography:
CHHEANG Ratana serves as a Campus Manager at the Australian Centre for Education (ACE). He holds a Bachelor of TESOL and a Master of Education from Australia, where he taught international students from diverse backgrounds. Since 2006, he has contributed to the education sector as a teacher, trainer, and school manager, gaining extensive practical experience in programs such as Children’s English, Young Learners, General English, and university-level English subjects. Ratana is passionate about learning from and sharing insights on classroom practices and educational leadership with fellow educators.