Language Learning Plateau: EFL Teachers’ Perceptions and Practical Recommendations
Utegulova D. Koptleuova K. Bauyrzhan N. Mukhtarova S. Khairzhanova A. Assylzhanova D.
17 July 2024Academy Publication
Theory and Practice in Language Studies
2024#14Issue 72271 - 2280 pp.
This study explores EFL teachers’ perceptions of the language learning plateau and identifies the recommendations teachers have for overcoming it. Thematic analysis is used to analyse the data from ten English teachers who teach students from intermediate to advanced levels. The findings show that there is a lack of awareness of the term among EFL teachers, yet the idea of the plateau is familiar. Surprisingly, some teachers are found to be in the plateau themselves. This study also discusses the issues teachers are struggling with, and some useful strategies they use to help students move beyond the plateau.
language acquisition , language learning plateau , perceptions , teaching EFL
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Department of World Languages, K. Zhubanov Aktobe Regional University, Kazakhstan
Baishev University, Kazakhstan
Department of English and German languages, K.Zhubanov Aktobe Regional University, Kazakhstan
Department of Translation Studies and Foreign Languages, Kh. Dosmukhamedov Atyrau University., Kazakhstan
Kazakh Ablai Khan University of International Relations and World Languages, Department of Teacher training on languages and literature, Kazakhstan
Department of World Languages
Baishev University
Department of English and German languages
Department of Translation Studies and Foreign Languages
Kazakh Ablai Khan University of International Relations and World Languages
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