Does progress in English slow as you get more advanced?

Ian Wood
A young woman sat in a library with headphones around her neck reading a book
Reading time: 4 minutes

Why does progression seem to slow down as an English learner moves from beginner to more advanced skills?

The journey of learning English

When presenting at ELT conferences, I often ask the audience – typically teachers and school administrators – “When you left home today, to start your journey here, did you know where you were going?” The audience invariably responds with a laugh and says yes, of course. I then ask, “Did you know roughly when you would arrive at your destination?” Again the answer is, of course, yes. “But what about your students on their English learning journey? Can they say the same?” At this point, the laughter stops.

All too often English learners find themselves without a clear picture of the journey they are embarking on and the steps they will need to take to achieve their goals. We all share a fundamental need for orientation, and in a world of mobile phone GPS we take it for granted. Questions such as: Where am I? Where am I going? When will I get there? are answered instantly at the touch of a screen. If you’re driving along a motorway, you get a mileage sign every three miles.

When they stop appearing regularly we soon feel uneasy. How often do English language learners see mileage signs counting down to their learning goal? Do they even have a specific goal?

Am I there yet?

The key thing about GPS is that it’s very precise. You can see your start point, where you are heading and tell, to the mile or kilometer, how long your journey will be. You can also get an estimated time of arrival to the minute. As Mike Mayor mentioned in his post about what it means to be fluent, the same can’t be said for understanding and measuring English proficiency. For several decades, the ELL industry got by with the terms ‘beginner’, ‘elementary’, ‘pre-intermediate’ and ‘advanced’ – even though there was no definition of what they meant, where they started and where they ended.

The CEFR has become widely accepted as a measure of English proficiency, bringing an element of shared understanding of what it means to be at a particular level in English. However, the wide bands that make up the CEFR can result in a situation where learners start a course of study as B1 and, when they end the course, they are still within the B1 band. That doesn’t necessarily mean that their English skills haven’t improved – they might have developed substantially – but it’s just that the measurement system isn’t granular enough to pick up these improvements in proficiency.

So here’s the first weakness in our English language GPS and one that’s well on the way to being remedied with the Global Scale of English (GSE). Because the GSE measures proficiency on a 10-90 scale across each of the four skills, students using assessment tools reporting on the GSE are able to see incremental progress in their skills even within a CEFR level. So we have the map for an English language GPS to be able to track location and plot the journey to the end goal.

‘The intermediate plateau’

When it comes to pinpointing how long it’s going to take to reach that goal, we need to factor in the fact that the amount of effort it takes to improve your English increases as you become more proficient. Although the bands in the CEFR are approximately the same width, the law of diminishing returns means that the better your English is to begin with, the harder it is to make further progress – and the harder it is to feel that progress is being made.

That’s why many an English language-learning journey gets abandoned on the intermediate plateau. With no sense of progression or a tangible, achievable goal on the horizon, the learner can become disoriented and demoralised.

To draw another travel analogy, when you climb 100 meters up a mountain at 5,000 meters above sea level the effort required is greater than when you climb 100 meters of gentle slope down in the foothills. It’s exactly the same 100 meter distance, it’s just that those hundred 100 meters require progressively more effort the higher up you are, and the steeper the slope. So, how do we keep learners motivated as they pass through the intermediate plateau?

Education, effort and motivation

We have a number of tools available to keep learners on track as they start to experience the law of diminishing returns. We can show every bit of progress they are making using tools that capture incremental improvements in ability. We can also provide new content that challenges the learner in a way that’s realistic.

Setting unrealistic expectations and promising outcomes that aren’t deliverable is hugely demotivating for the learner. It also has a negative impact on teachers – it’s hard to feel job satisfaction when your students are feeling increasingly frustrated by their apparent lack of progress.

Big data is providing a growing bank of information. In the long term this will deliver a much more precise estimate of effort required to reach higher levels of proficiency, even down to a recommendation of the hours required to go from A to B and how those hours are best invested. That way, learners and teachers alike would be able to see where they are now, where they want to be and a path to get there. It’s a fully functioning English language learning GPS system, if you like.

Learn about the Global Scale of English learning objectives

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    Help reduce anxiety using to-do lists

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    This tendency to obsess about unfinished tasks is called the Ziergarnik effect, after the Russian psychologist Bluma Ziergarnik, who noticed that waiters only remembered orders before they were served. As soon as the meals were delivered, the memory vanished.

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    Long lists can also be overwhelming and off-putting in themselves, and as you cross items off the list becomes cluttered and disorganized.

    Making better use of your to-do list(s)

    1. Learn to prioritize

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    • Important and urgent (prioritize these).
    • Important but not urgent (book in a time to do these, and stick to it).
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    • Not urgent and not important (you could almost certainly take these off your list altogether).

    2. Keep separate lists for separate areas of your life

    It’s much easier to see what needs to be done and to prioritize things if you keep separate lists. If you are comfortable with tech, there are plenty of apps to help you with this. You can flag things as important and set reminders and deadline alerts while keeping separate lists. and are just a couple of the options available. If you’re more old school, you can have separate pages in a notebook.

    3. Break tasks down

    Understandably, you might avoid getting started on a big task that will take a long time. There never seems to be a suitable time slot to get it done. Instead, break it down into smaller tasks and tackle them one at a time. For example, break down marking 30 books into three slots of marking ten books.

    4. Know your next actions

    Before you finish work on part of a bigger task, make sure you know your next step, so that when you come back to it, you can get started straight away. This also works well when you decide at the end of a working day what the first task you’ll do tomorrow is.

    5. Review weekly

    A regular review is essential. Look through what you’ve achieved and feel good about it - and remove it from your lists. Analyse where you tried to do too much (try to stick to 3-5 tasks a day) and consider this when setting yourself tasks for the following week. Take note of any tasks you should have done but didn’t get around to and, assuming a certain task is a priority, decide exactly when you will do it next week.

    Good luck!

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    7 tips for learning English online

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    Learning English online is very different from studying in a physical classroom, and there is not always a teacher looking over your shoulder. And more often than not, you have to motivate yourself and keep yourself on track.

    In this blog, we’ll share seven tips to help you learn English online – including how to set goals, create a study schedule, and stay focused. Let’s explore:

    1. Set SMART goals

    Lots of students wonder how to learn English online. And we know getting started is often the most challenging part. So before you begin studying English online, we recommend setting some SMART goals. These are goals that are:

    • Specific
    • Measurable
    • Achievable
    • Relevant
    • Time-bound

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    • Have an ultimate goal to get a high score in an English language exam (like ), so you can study abroad.

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    • Medium-term goal: Improve practice test scores by 5% over the next month

    2. Make a study schedule

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    • Pick times that work best for you – You may prefer studying at certain times of the day when you have more energy, or after doing something energizing like working out.
    • Stick to it – Once you’ve set a regular fixed time, stay with it to ensure it becomes a routine habit.
    • Make time – Give yourself as much time as possible to finish each task (especially in case life gets in the way) and some time to relax.

    3. Create a comfortable learning space

    Where you study . For example, sunlight can lead to better learning outcomes. Temperature and noise can also affect the way you learn. If you can, make sure that your learning space is:

    • well-lit
    • temperate
    • quiet (and private if possible!)
    • relaxing
    • organized

    You might also want to decorate your study space, perhaps with an indoor plant – they can !

    Also, before you start, do you have everything at hand? Do you have water? Is your coursebook close by? And is your computer fully charged? Having all your supplies on hand will help you stay focused – and learn English online faster.

    4. Eliminate distractions

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    If you can, turn off your phone altogether and put it away and out of sight. If you’re tempted to pick it up again, ask yourself why. Sometimes, there’s no good reason, and it’s best to keep studying.

    5. Try the Pomodoro Technique

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    The technique:

    • Set a timer for 20 minutes
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    • When you've got four ticks, take a 20-minute break

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    Connecting with your students using simple creative activities

    By Laura Vazquez

    “We are all creative, but by the time we are three or four years old, someone has knocked the creativity out of us. Some people shut up the kids who start to tell stories. Kids dance in their cribs, but someone will insist they sit still. By the time the creative people are ten or twelve, they want to be like everyone else.” — Maya Angelou.

    We want our kids to excel in everything they do. This is partly down to the media, which has fostered the idea of celebrity kids and football leagues that encourage kids to become professional athletes at the age of eight or younger.

    However, we have missed the most crucial thing in their education – and that is to build their character through everyday creative activities which encourage the formation of human connections.

    Moving from kindergarten to elementary school

    Consider how nervous a first grader must feel after leaving the safe kindergarten playground and entering a strange new 'grown-up' world. The playgrounds are bigger, the kids are older, they have to line up to buy their first meal at the school cafeteria. The classroom has changed too: the desks look different, the books are bigger, and there are new challenges too.

    Some are thrilled to feel part of the older kids’ environment. Others, of course, are frightened and insecure. They have to understand and accept all the new rules and regulations, which now apply to them too.

    High expectations from parents must be met

    We also have moms, dads and caregivers worried for their little ones. They have high hopes for them. They want their children to become successful learners, multi-medal athletes, excellent readers, mathematicians or perhaps scientists…

    Professor David Healy, director of the North Wales Department of Psychological Medicine, said:?“We want kids to conform to ideals based often on parental insecurities and ambitions.”

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    Then we have two lists of kids, the thriving kids with excellent grades and the other ones.

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    Reaching out to your students with a simple hello

    When did we forget that education is about promoting playfulness, imagination, and creativity to build up confidence?

    My very first and most important recommendation would be this:

    Before you start a class, give yourself a moment to say?"Hello"?to each individual in your class. Take that moment to make eye contact with every student and see how they are doing that day.

    Make this an important part of your routine. Then have them do the same with their classmates. You could even introduce phrases such as:

    • "How was your day yesterday?"
    • "How are you feeling today?"
    • "What did you have for breakfast this morning?"
    • "I notice you look nice today!"

    You can also try another creative activity. Ask your students to say good morning to the new day and think of something they are grateful for or someone they are grateful to. For example:

    • "Thank you mom, for my breakfast."
    • "I am grateful because all my classmates are here."
    • "Thank you moon, for your light every night."

    These are just a few simple creative activities. But the most important thing to consider, if you want to introduce creativity in the classroom, is that every student needs to feel in a secure and welcoming environment, free of criticism or judgment of their ideas. If you achieve this in your classroom, you will be well on your way to exploring your students’ creativity and building new connections with them.