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What’s new in the Oxford English Dictionary? June 2026 update

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The Oxford English Dictionary (OED) is a historical dictionary, containing over 500,000 entries and 3.5 million quotations to capture over 1,000 years of English.

Every quarter, we update the OED by revising versions of existing entries as well as defining new words and senses. These updates subtly broaden our understanding of the English language and its use around the world.

10 highlights from this quarter’s update 

1. We added more than 900 new words, phrases, and senses to the OED this quarter, including floordrobe, humblebrag, life hack, long game, and four-legged friend. How long have we been referring to domestic animals as four-legged friends? Our very earliest quotation—from 1778—actually refers to a donkey. Jennifer Hurd, New Words Editor, shares more about the words added this quarter.

2. Benjamin Franklin and an anecdote commonly attributed to him, Gordie Howe and his aggressive style of playing ice hockey, Iain Banks and his coming-of-age novel, a high-ranking Mughal official and his important role in the provinces of the empire… These are all people who have played a part in the story of some of the words featured, which includes new and revised entries from the Englishes of Australia, Canada, Scotland, and South Asia. Danica Salazar, Executive Editor, shares more.

3. Amongst the new entries is yeah nah, whose meaning is highly dependent on context for Australians and New Zealanders.

4. Meanwhile, out of station (1857) is a phrase that was used to describe ships that were not within a designated area or were out of communication range. Now, it is more often used in South Asian, East African, and West African English to talk about a person who is away from their usual location.

5. Au contraire is a great example of an expression that is new to the OED but not new to the language. English borrowed it from French, but it turns out that borrowing happened quite a long time ago: when we went digging, we found evidence in an English context all the way back to 1697!

6. We’ve finally revised one of the oldest words in English, and indeed, music—folk—proving an immensely productive source of new words, from folkster, folk metal, to folklorico. Graeme Diamond, Executive Editor, provides a whistlestop tour here.

7. We’ve recorded 150 senses relating to the word corona, meaning crown, wreath, garland, or circle. It’s used in a wide range of scientific terms, including some that describe scientific phenomena, and others that describe anatomical features in both humans and animals. Read more from OED Science Editor Catherine Bowden here.

8. We disentangle the pronunciation of crochet, which gets more complicated when it comes to derived forms crocheting, crocheter, and crocheted. Read more from Senior Editor Aliki Pantos and Executive Editor Catherine Sangster here.

9. We’ve linked around 500 more senses to the computing and information technology section of the Historical Thesaurus of the OED, both ancient (by computing standards at least) and modern. Read more from Mike Timpany, OED Science Editor.

10. And lastly, in some of our entries you can now use a tool called the AI Quotations Finder. This is an AI-powered tool, launching in beta, that can be used to provide more usage evidence of a particular OED You can find guidance at AI Quotations Finder.

Explore the update in more depth here.



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Oxford University

Oxford Test of English recognized across Vietnam

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The Oxford Test of English has been officially recognized by Vietnam’s Ministry of Education and Training (MOET) for use across the country’s education system—marking a major milestone for learners, educators, and institutions nationwide.   

Following Decision No. 1429/QĐ-BGDĐT, the test is now formally aligned with Vietnam’s National 6-level Foreign Language Proficiency Framework and can be used for university admissions and training. 

This nationwide recognition reflects Vietnam’s growing focus on international standards in education and increasing demand for practical English skills.  

By adding the Oxford Test of English to its approved qualifications, Vietnam is giving learners greater flexibility and choice, which will enable them to demonstrate their English proficiency through a globally trusted assessment.  

Sara Pierson, Managing Director, Oxford English Assessment, said: “We are delighted that the Oxford Test of English has been recognized across Vietnam. This milestone reflects our commitment to providing accessible, flexible, and reliable assessment that helps learners demonstrate the real-world English skills they need to succeed in study and work.” 

A practical test for realworld communication 

Developed by Oxford University Press and certified by the University of Oxford, the Oxford Test of English is designed to assess how well learners can use English in everyday academic and professional contexts. 

The test covers all four key skills: Listening; Speaking; Reading; and Writing.

Aligned to the Common European Framework of Reference (CEFR), it goes beyond theory—focusing on real-life communication such as presenting ideas, understanding specialized content, and writing emails and reports. 

The Oxford Test of English is built for convenience and flexibility:  

  • 100% online delivery at approved test centres 
  • Modular format: take all four skills or individual modules
  • Adaptive testing: questions adjust to each learner’s level
  • Fast results: same day for Listening and Reading; within five days for Speaking and Writing.

This approach allows learners to tailor their test experience, save time and cost, and focus on the skills that matter most to them.  

Delivered in Vietnam with trusted local expertise 

In Vietnam, the Oxford Test of English is delivered in partnership with UKTA International Education Joint Stock Company (UKTA), the exclusive distributor of the test in the country.

UKTA works closely with local education partners to develop and manage a nationwide network of approved test centres, ensuring that every test is delivered in line with our standards.

Beyond expanding access, UKTA also plays a key role in quality assurance, helping to provide a secure, consistent, and reliable testing experience for candidates across Vietnam.

With a growing network of approved test centres across the country, students can now access the Oxford Test of English easily, with flexible test dates available year-round.   

The test’s recognition within Vietnam’s national framework provides a clear pathway for learners to meet academic requirements, support graduation, and strengthen their career prospects in an increasingly global environment.

Discover how the Oxford Test of English can support your goals here.



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Oxford University

Publishing our 500th open access book

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Editors also point to how open access can shape the longer arc of scholarship. Steven C. van den Heuvel, Professor of Systematic Theology at Evangelische Theologische Faculteit, Leuven, shared an early sign of impact for The Oxford Compendium of Hope.

“Quantitatively, we can see that, despite it has been out only for a few months, it was already downloaded close to 8,000 times.”



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New research shows teenagers are divided over AI use for schoolwork

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According to findings in our new research exploring pupils’ perspectives on the role of AI in classrooms, teenagers are unclear over appropriate use of AI in their schoolwork.

We conducted research with almost 4,000 13-18-year-olds across the UK, revealing the different approaches that young people take to using AI in their schoolwork, and what roles they see AI playing education—both for them and their teachers.

The report follows on from research we published in 2025, which was one of the first pieces of UK research to hear directly from young people regarding their views on AI in education.

Some of our key findings:


Appropriate use of AI is a grey area

While only four in 10 (44%) think it is cheating to use AI to complete all of their homework, almost one in five also think it is cheating to simply ask any AI tool to give them homework tips.


Students are calling for more support from schools

Just 15% of students stated they have been given enough guidance.


77% would like to see their teachers use AI to support their class in lessons

Key areas include using AI to make complex work easier to understand and lesson planning.


Pupils emphasize their teacher’s unique value

73% pointed to a skill their teacher has which AI can never replace, such as personability, empathy, and human understanding.


Using AI in written tasks

In our qualitative studies, students were asked to complete a simple written exercise and offered the choice of using a generative AI tool if they wished. Of those who had access to AI, almost three quarters (72%) decided not to use it. Of those who didn’t have access, less than a quarter (23%) said they would have liked to have used an AI tool if they had been able to do so.


Young people do not use AI as a default for homework

The qualitative studies mirror survey findings, which highlight that young people do not use AI as a default for their homework, with only one in four (24%) regularly seeking out AI tools. Furthermore, one in three (34%) only use AI tools to help with their homework if suggested by their teachers compared to just 13% who are influenced by their friends.


Students are more excited than worried over impact of AI on their education

Four in 10 students (39%) are more excited than worried about the impact of AI on their education, compared to 16% who said they were more concerned and less than one in three (30%) who felt neither way.


What helps students learn more effectively when using AI?

When asked what helps them learn more effectively when using AI, the majority expressed preferences for AI tools that suggested tasks they can do to help them understand the subject better (44%) or asked them questions to help them reach the answer on their own (41%), compared to just one in five wanting an AI tool to give them the answer straight away.

Dr Alexandra Tomescu

Head of Product AI

“Whilst the research highlights that the appropriate use of AI is still a grey area for students, it’sreassuringto see young people’ssophisticatedattitude towards AI. Both the research and qualitative studies show AI is not necessarily a default for all students, and despite being excited about its impact on their education they still inherently value the role of their teachers and look to their school for guidance. It’s vital therefore that we support teachers with the resources and tools they need to responsibly guide their pupils and harness AI’s potential in the classroom.”

Read the full report on Navigating AI in Education here, and find out more about our updated AI resources and guidance here.

The post New research shows teenagers are divided over AI use for schoolwork appeared first on Oxford University Press.



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