The Matthew Effect in L2 Learning: The Rich Get Richer?
Willy A Renandya, 15 Nov 2026
Have you ever noticed that some students seem to learn English faster and faster, while others struggle to make progress? One possible explanation is the Matthew Effect.
The Matthew Effect is based on a simple idea: the more you have, the more you gain. In learning, students who already have some knowledge and skills often find it easier to learn more. Meanwhile, students who start with weaker skills may find it increasingly difficult to keep up.
Interestingly, the term comes from the Bible, specifically Matthew 25:29: “For whoever has will be given more, and they will have an abundance.” Although the original passage has a different context, this principle has been used to explain how advantages in learning can accumulate over time. In simple terms, the rich get richer, and the poor may get poorer.
Let’s look at how this happens in an L2 classroom.
Good readers become even better readers
Imagine two students in an English class. Student A enjoys reading and already knows quite a lot of English vocabulary. Student B has limited vocabulary and finds reading difficult.
When the teacher asks students to read an English story, Student A understands most of it and enjoys the experience. This encourages the student to read more. The more the student reads, the more vocabulary and language knowledge they acquire.
Student B, however, struggles to understand the story, gets frustrated and gradually loses interest in reading. As a result, the student gets less reading practice and makes slower progress.
Over time, the gap between the two students may become wider.
Confident speakers become more confident
Consider a speaking activity in which students discuss their weekend activities.
Some students already have enough English to express their ideas. They speak more, receive more feedback and have more opportunities to practise. Their speaking ability and confidence gradually improve.
Other students, who have limited English, may remain quiet because they are afraid of making mistakes. They get fewer opportunities to practise and may become even less confident.
Again, those who start with an advantage may gain even more.
Students with stronger vocabulary learn new words more easily
Suppose the teacher introduces the expression environmentally friendly.
Students who already know words such as environment, pollution, recycling and nature can more easily understand the new expression. They can also connect it to what they already know.
Students with limited vocabulary may struggle because they lack the background knowledge needed to understand the new expression.
In other words, what students already know helps them learn more.
What can L2 teachers do?
The Matthew Effect reminds us that students do not all start from the same point. If we teach everyone in exactly the same way, stronger students may continue to move ahead while weaker students fall further behind.
Here are three things teachers can do:
- Provide plenty of comprehensible input. Give students reading and listening materials that are interesting and appropriate for their language levels.
- Give weaker students additional support. Pre-teach some important vocabulary, provide useful expressions and allow them more time to complete tasks.
- Create opportunities for small successes. Help students experience progress and develop confidence. Success, even in small steps, can motivate them to learn more.
Reflection
The Matthew Effect teaches us an important lesson: early advantages can lead to further advantages, while early disadvantages can become bigger over time.
As L2 teachers, our job is not simply to help good students become better. It is also to make sure that students who start with less English are not left further and further behind.
Every student deserves a fair opportunity to grow, regardless of where they start.
Remember: Life is not fair, but education should be.