The phrase "proficient learners" is correct and usable in written English.
It can be used to describe someone who is adept at learning or mastering a particular skill. For example, "The teachers were delighted to see that their students were all proficient learners."
Chenoweth and Hayes (2001) reported that L2 learners with higher proficiency produced more fluent language than less proficient learners; thus, pre-task planning might induce L2 learners to compensate for lack of L2 proficiency in the case of fluency.
Findings showed that ability grouping benefited less proficient learners.
An improved version of the DWK, however, overall, showed significant frequency effects only among less proficient learners but not more proficient learners (and native French speakers).
By contrast, ability grouping did not appear to be beneficial for more proficient learners.
Among proficient learners, the difference between the strategies was not significant.
Furthermore, we examined this problem within the context of novices as well as proficient learners.
According to the institute decree, the scores between 70 and 75 fell into low proficiency group, 75 90 were considered as mid-proficient learners, and 90 100 were categorized as high –proficient ones.
Computer-Assisted Language Learning (CALL) applications for improving the oral skills of low-proficient learners have to cope with non-native speech that is particularly challenging.
In summary, the present study has shown that despite its brevity and the simple yes/no format, LexTALE provides a useful and valid measure of English vocabulary knowledge of medium- to high-proficient learners of English as a second language.
However, intensity was not equally beneficial for the acquisition of formulaic sequences at all proficiency levels: high proficient language learners did not seem to benefit from intensive instruction to the same extent as low proficient language learners.
In another study, which supported the findings by Staples et al. (2013), Serrano et al. (2015) investigated whether intensive exposure is more beneficial for lower proficient language learners, or whether a certain command of the target language is necessary before language learners can benefit from intensive exposure to the language.
