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.
Many learners hit a plateau because improvements become less obvious as skills grow. At higher levels, progress often comes in smaller steps that are harder to notice without intentional goals and measurement tools.
Yes. Even highly proficient speakers continue to encounter new vocabulary, idioms, and styles. Mastery often involves refining existing skills rather than learning entirely new ones and that can feel slow.
Look for progress in specific areas, like understanding fast speech, using complex grammar correctly, or reading detailed texts without extra support. Tracking performance in real contexts (e.g., meetings, essays) helps more than just casual feedback.
Learners often struggle with rare vocabulary, idiomatic expressions, subtle grammatical distinctions, and real-world pacing, for example, fluent-level speaking speed or dense written texts.
Setting measurable milestones, engaging with content you enjoy, and periodically reviewing older skills to see improvement can help maintain confidence and drive.
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Official updates and ready‑to‑use resources, all in one hub
At launch, the Hub focuses on the two core areas that teachers told us matter most. PTE News and Updates provides a trusted channel for timely information on Pearson news, PTE updates, information on upcoming webinars and events, assessment insights and community highlights, helping you stay confident that the guidance you give learners is accurate and up to date.
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The years children spend in school are about far more than academic success. Alongside literacy, numeracy and subject knowledge, children develop the social and emotional skills needed to thrive in the world around them.
From sharing ideas to resolving disagreements, these everyday interactions shape how children understand fairness, respect and responsibility. These are more than just learned skills – they are rooted in deeper values that guide behavior over time.
Without clear guidance, children often learn behaviors simply by observing others. While this can be positive, it can also reinforce negative habits. That’s why schools play a critical role in explicitly teaching values, not just expecting them.
Social skills vs. Social values
Although closely related, social skills and values are not the same:
Social skills are behaviors (such as taking turns, listening, cooperating)
Social values are the principles behind those behaviors (such as fairness, respect, empathy)
When children understand why something matters—not just what to do—they are more likely to apply those behaviors consistently.
Core values every child should learn
Defining values can be complex, but most education systems emphasize a shared set of foundational principles:
Respect for others and appreciation of diversity
Collaboration and community awareness
Environmental responsibility
Self-worth and confidence
Even at a young age, children demonstrate a natural sense of fairness and honesty. With the right support, these instincts can be developed into strong moral foundations.
Moving beyond “School Rules”
Too often, values are reduced to simple instructions like:
“Don’t be late”
“Wait your turn”
“Be kind”
While important, these rules can feel arbitrary if not explained. Without context, children may follow them only when supervised – or break them when they can.
To truly teach values, educators need to:
Explain the reasoning behind rules
Encourage discussion and reflection
Connect actions to real-world impact
This transforms rules into meaningful learning experiences.
Effective school strategies for teaching values
The most successful approaches to values education involve the entire school community – teachers, students, parents and staff.
1. Environmental awareness programs
Schools can foster responsibility through hands-on initiatives such as:
Recycling systems
School gardens
Renewable energy projects
Second-hand bookshops
These activities help children understand their role in protecting the planet.
2. Anti-bullying initiatives
Strong anti-bullying programs go beyond policies and focus on prevention through:
Empathy-building exercises
Peer accountability activities
Confidence and self-esteem development
Helping children recognize and respond to bullying is key to creating a safe environment.
3. Anti-racism and inclusion programs
Promoting inclusivity requires a proactive, school-wide approach:
Teaching diverse histories and cultures
Inviting guest speakers from different communities
Challenging stereotypes through discussion
Encouraging empathy for marginalized groups
These efforts help children develop respect for diversity from an early age.
The role of consistency
Children learn as much from what adults do as from what they say. For values education to be effective:
Teachers must model positive behavior
School policies should reflect stated values
Parents should be involved where possible
Consistency across all environments reinforces learning and builds trust.
Putting values into practice
Teaching values to young learners is not an “extra” part of education – it is foundational. When children understand respect, empathy and responsibility, they are better equipped to succeed academically, socially and emotionally.
By embedding values into everyday learning and school culture, educators can help shape thoughtful, responsible individuals who contribute positively to society.
AI is changing language classrooms fast, but not every tool adds value. The best teachers use AI as a partner, supporting planning, feedback and differentiation, while keeping key moments of teaching human.
Here’s what works, what to avoid, and how to use AI responsibly in ESL classrooms.
How AI is transforming language teaching
AI is transforming how teachers work, but it doesn't replace them.
At its best, AI enhances three core areas:
Planning efficiency: Generate lesson outlines, activities and scaffolding in minutes
Differentiation at scale: Adapt materials for mixed-level classrooms instantly
Feedback loops: Provide faster, more frequent feedback on writing and practice tasks
But the key shift is pedagogical. AI aligns naturally with:
Learner-centered methods: Students engage more actively with adaptive content
Teaching like a coach: Teachers guide, refine and personalize rather than deliver everything directly
Modern teaching methodology: Blended, flexible and responsive instruction
When used effectively, AI allows teachers to concentrate on the most important aspects of language learning: interaction, communication and human connection.
