Changing the method
After the intensive course, I decided not to enrol blindly in another class. I began learning independently and paying closer attention to how I understood English. The change was gradual. I still needed vocabulary and grammar, but I wanted to know how these could support communication instead of becoming separate tasks with no clear purpose.
One important discovery was that remembering a word involved more than remembering its letters. A useful word could bring a situation, an image or a feeling to mind. When I encountered language in a meaningful context, it became easier to understand why a speaker chose it and when I might use it myself.
I began turning more often to television programmes, podcasts and authentic reading materials. These gave English a setting beyond the classroom. Speakers had reasons for their words: they wanted to explain a problem, make someone laugh or express uncertainty. I could pay attention to the relationship between the language and the situation, even when I did not understand every detail.
The copy of Harry Potter and the Philosopher’s Stone shown below represents a different possibility for English in my life. A story offers characters, situations and reasons to keep reading, rather than a list of answers to memorise. I do not need to treat finishing the whole book as the only measure of success. Even working through a short passage can help me notice how words contribute to an atmosphere or a character’s voice.
What digital media changed
Digital media made this approach more practical. Unlike a classroom explanation that moved on with the lesson, a recording could be paused and replayed. A short passage could become a small learning task. The possibility of returning to difficult material gave me more control over the pace of my learning.
Letting Chinese help
Chinese continued to support my understanding. I did not suddenly begin thinking entirely in English, and I no longer believe that this should be the main goal. Moving between languages could help me test whether I really understood an idea. If I could explain it clearly in Chinese, I could then work on expressing it for an English-speaking audience.
At the same time, translating each word directly was not always helpful. A Chinese expression might require a longer English explanation, while a short English phrase might suggest several possible Chinese meanings. I needed to consider the situation and the listener. Knowing a dictionary equivalent was only the beginning of understanding how an expression worked. A simple practice example is “I am under pressure”. Instead of storing only a Chinese translation, I can connect it with the period before my first IELTS attempt: the long timetable, tiredness and fear of missing the entry requirement. The phrase then refers to an experience I understand, rather than a separate item on a list.
A more specific example is my use of AI to explore the word “optimistic”. I asked in Chinese for a memorable situation and then requested an image. The response connected the word with a student who remained hopeful during a difficult exam. Instead of receiving only a translation, I could associate the word with a scene and an emotion. The English example sentence then connected this meaning with a usable expression.
This exchange shows Chinese, English and visual meaning working together. However, the Chinese sound association is only a memory aid; it is not a pronunciation guide or an explanation of the word’s origin. I still need to check pronunciation and practise my own sentence. The tool can make a word memorable, but I remain responsible for understanding and using it accurately.
Becoming a more active learner
Independent study did not remove all my difficulties. It gave me a more useful way to respond to them. Instead of asking only why I was bad at English, I could ask what I had not understood and what kind of practice might help. That shift prepared me to focus more seriously on speaking and to explore technology as a practice partner.