Language Learning Plateau

EFL Teachers’ Perceptions and Practical Recommendations

Bibliographic Data

ID21806968
AuthorsDinara Utegulova (Aktobe Regional State University named after K.Zhubanov), Kulpash Koptleuova (0000-0002-7385-6585), Nurkhanym Bauyrzhan (Aktobe Regional State University named after K.Zhubanov), Sandugash Mukhtarova (0000-0001-9441-1035, Aktobe Regional State University named after K.Zhubanov), Akhmaral Khairzhanova (0000-0001-7478-5427, Khalel Dosmukhamedov Atyrau University), Danagul Assylzhanova (0000-0002-9451-9107, Kazakh Ablai Khan University of International Relations and World Languages)
Year2024
Volume14
Issue7
Pages2271-2280
Publication date2024-07-17
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTheory and Practice in Language Studies (JOURNAL)
Journal identifiersISSN: 1799-2591 • E-ISSN: 2053-0692
PublisherAcademy Publication (PUBLISHER • GB)
DOI10.17507/tpls.1407.35
OpenAlexW4400788607
LanguageEN
References cited10

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

English language · Mathematics education · Pedagogy · Perception · Qualitative research · Sociology · Thematic analysis · EFL/ESL Teaching and Learning · Mathematics · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching

Tools

Open DOIOpen Access