Impact evaluation study examples

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Language as a tool to recover and rebuild

A study by Cambridge English and Jesuit Worldwide Learning (JWL) evaluated the impact of English learning on marginalised people’s lives, focusing on learners in Kenya and Iraq. The evaluation examined whether JWL Global English Language (GEL) programme equips graduates with the skills for further education or employment. Most students said learning English had improved their life. Launched in 2017, the programme has, as of mid-2026, reached 32,000+ learners in 30+ countries.

Language development through flipped learning

An impact study in two Peruvian universities investigated how a fully virtual flipped learning model, supported by the Evolve Digital course and Linguaskill assessment, contributes to higher education students’ English language development, with a focus on speaking skills. The study explored changes in students’ motivation, autonomy, confidence and opportunities to use English actively, as well as teachers’ perceptions of the effectiveness of this approach for large-scale English provision.

Language learning for integration and inclusion

An impact study in two US community colleges examined how adult ESOL programmes built around the Ventures course support migrants’ English language learning for integration, employment and access to services. The study explored learners’ motivations and barriers, the course’s contribution to “survival English” skills and confidence, and how well classroom practices and materials address the diverse needs of adult students from different linguistic, educational and socio-economic backgrounds.

Building solid foundations for learning and assessment

The Foundation Institute of Nizwa University in Oman collaborated with Cambridge Impact Evaluation team to investigated how using Linguaskill and the Unlock course within an intensive foundation year supports students’ readiness for English‑medium undergraduate study. The study examined how Linguaskill placement and exit testing align students to appropriate levels and track CEFR gains, while Unlock contributes to improvements in proficiency, critical thinking, engagement and confidence in using English in academia.

The impact of Cambridge English Qualifications for Young learners

An impact study was conducted in public schools of Chantilly, France, to evaluate the joint delivery of Pre-A1 Starters and Fun for Starters. The study investigated students’ learning outcomes, motivation, attitudes and engagement towards learning English, English assessment and the use of English in their lives. Findings also highlighted the systemic impact on the provision of English in public education at the municipal level.

Rebuilding professional identity in a new language

An study in the UK investigated the language learning and test preparation experiences of refugee and asylum seeker healthcare professionals as they work towards entering or re-entering NHS roles. The evaluation examined their pathways into employment, key practical, technological and psycho-social barriers to improving English proficiency, and the types of targeted, trauma-informed support that can enable them to rebuild their careers and professional identities in a new language.

Evolve Digital for teacher development

An evaluation in Japan, conducted as part of a Ministry of Education teacher development programme, examined how the Evolve Digital online course supports English development for in‑service secondary teachers. The study investigated changes in teachers’ motivation, engagement with digital learning and scores on the Cambridge English Placement Test (CEPT) across three different delivery models, finding overall improvements in proficiency and perceived skills, including for those studying asynchronously alongside full‑time work.

Developing English skills for career aspirations

An impact study in three Indian higher education institutions investigated how Linguaskill Business supports students’ preparation for employment by assessing their English for professional communication and aligning with business‑focused classroom activities. The evaluation explored changes in students’ awareness of their proficiency levels, motivation and confidence, as well as perceptions of how the exam’s adaptive, digital format and business‑relevant content contribute to developing practical communication skills valued by employers.