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This critical reflection reflects on my first task for the Language and Learning Module of MA TESOL at

Westminster University. The activity included presenting, in a group of five individuals with different social

and cultural backgrounds, each individual’s experience concerning the English language acquisition process.

This essay first analyses my experience planning and executing this presentation while collaborating with

others: what happened, how it went, and the learning outcomes resulting from the experience. Gibbs’s cycle

provides the framework for this piece of writing (Gibbs, 1988). This assignment covers the initial situation,

personal reflection, evaluation, analysis, conclusion, and action plan.

In the fourth week of the MA TESOL course, we were given the first assignment for our module, Language and

Learning. For this workshop, we had to reflect on our experiences while learning English in our home countries

and present them entertainingly to the rest of the class in no more than twenty-five minutes. My group

comprised five members from diverse nationalities and professional backgrounds, allowing me to explore

noticeable but enriching differences in our language acquisitions.

Initially, a mixture of anxiety and eagerness invaded me as I embarked on this endeavour. Nevertheless, I felt

nostalgic while recalling my language learning journey and how it led me to Westminster University. Learning

a second language has been a lengthy and gradual process, with many obstacles to overcome on the path to

success. Still, it has been undeniably rewarding, shaping me professionally and personally.

During the assessment preparation, I perceived some discrepancies regarding expressing ideas, understanding

the task, and different levels of commitment to the presentation. The latter represented a difficulty as time

elapsed while my colleagues appeared unconcerned about the task. When choosing a setting for the

presentation, my group's female members considered my idea of students meeting at a café absurd since it did

not represent expected behaviours in their cultures. I accepted and respected their perspectives, as I intended to

explore rather than impose ideas. Another significant observation was the shy demeanour of a Pakistani student,

who remained silent during group discussions. These observations seem to align with what Hofstede’s cultural
dimension (1986.p.308) considers uncertainty avoidance: the extent to which people within a culture are made

nervous by situations that they perceive as unstructured or unpredictable and, consequently, try to avoid by

maintaining strict codes of behaviour. Similarly, I noticed that students from Iran and Albania rely on

memorised learning when expressing ideas, leaving no room for spontaneity, which could be in the same sphere

and related to ways of approaching learning in their societies.

The presentation went well because it was structured to ensure we all had opportunities to interact and share

experiences. As a group, we knew time management would be a constraint, and even though we exceeded a bit

due to a lack of rehearsal, we all had the opportunity to interact and address our points. This assignment was

thought-provoking and engaging. It enabled me to reflect on my previous experiences and relate them to the

ideas and methodology of language instruction covered in class. Concurrently, this assessment revealed

numerous similarities in our group concerning our language learning experience, which I did not expect as we

come from different parts of the globe.

An essential aspect of the task was to enable us to continue learning while observing group number two. Their

experiences differed entirely from ours, and their approach to the activity differed, but they offered many

insights. For instance, I found it interesting when a student from China said that she started studying English

since she realised it was a symbol of prestige and education in her culture. I agree with her, as this was common

in Argentina when I studied English. It was something that only a few people had access to, and having the

ability to speak English would make you well-educated and open many professional doors for those individuals.

Another fundamental factor of this group work activity was meeting my peers in a different context than the

classroom and empathising with them, as we all experienced similar fears and struggles while learning a second

language. However, a significant issue encountered during the assignment was the unbalanced lack of

engagement and passiveness, which I tried to address by repeatedly encouraging my colleagues to contribute.

Despite these difficulties, I enjoyed the experience as I gained substantial insights from this task that gave me a

deeper understanding of academic concepts and the opportunity to learn from working with people from other
cultures. I encountered insightful remarks during my group presentation regarding English instruction by non-

native speakers. Some participants in my group mentioned that their instructors were not native English

speakers, pointing this out as a drawback. I did not perceive this as a disadvantage. Instead, students should be

exposed to many forms of English, including interactions with native speakers and proficient second language

users. (Cook, 2008. p. 189) highlights that the traditional aim of achieving native-like pronunciation in second

language acquisition is no longer the primary objective.

In addition, proficiency as a teacher is not solely determined by being a native speaker; it requires proper

training and practical experience. Furthermore, proficient non-native teachers can act as role models for pupils

by demonstrating how they have faced and solved problems when learning a second language. Regarding

similarities, most of us agreed that the most popular language teaching style we were exposed to was the

grammar-translation method, which heavily emphasises grammar explanation and translation. Another popular

approach was communicative language teaching, generally consisting of information gap exercises, role plays,

and tasks, placing communication in a central role in the class, and students as active participants who have to

interact with others using the target language with a clear purpose.

It became apparent that motivation was a crucial factor in determining learning success. Parents' extrinsic

motivation forced many of us to start learning the language. However, in group two, two students in the group

were drawn to English because of their love for literature. This contrast exemplifies the wide range of reasons

individuals learn a language and emphasises the need to foster intrinsic interests to maximise learning

outcomes.

As a result of this experience, I concluded that, despite several similarities among group members regarding

language acquisition, each member's experience is different and singular. Additionally, factors such as interests,

age, interactions with native speakers, and amount of input may determine their level of success. Furthermore,

no magic recipe, perfect teaching style, or textbook guarantees that individuals will successfully learn a

language. However, understanding that learners are human beings with emotions, cultural backgrounds, and

needs can empower educators to make a difference. Awareness of language acquisition theories is an invaluable
tool teachers can use to address students' needs effectively and enhance educational practices. It allows

educators to understand how learners feel and experience their language journey.

After reflecting on this assignment experience, I thoroughly enjoyed the task despite a few challenges regarding

unbalanced cooperation and a lack of commitment. It was insightful, allowing me to relate theory to practice

without memorising. Additionally, it fostered the development of critical thinking skills by encouraging me to

make connections between theories and my personal experiences. Also, I had the opportunity to learn not only

from other cultures but also how language teaching is approached in other countries.

Moving forward, I am committed to applying the insights gained from this experience to continue assessing and

enhancing my teaching practices. In light of theories of learning acquisition, I plan to continue researching

second language acquisition, as it interests me considerably and will help me enhance my teaching practices.

My language journey has not finished, and TESOL is only a part of the destination.

References

● Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford

Further Education Unit

● Cook, V. (2008). Second language learning and language teaching (4th ed.). Hodder Education.

● Gass, S. M., Plonsky, L., & Behney, J. (2020). Second language acquisition fifth: an introductory

course (Fifth edition.). Routledge.

● Williams, K. (2020). Reflective writing (Second edition.). Red Globe Press.

● Hofstede, G. (1986). Cultural Differences in Teaching and Learning. Institute for Research on

Intercultural Cooperation, Arnhem, The Netherlands.