A teacher helped this student improve his presentation skills after school. He has been using the dictionary or the Internet to learn new words that he has come across when reading TIME magazine or course material.

Group work helped this student improve in high school. She reads books to learn more about her major and uses a dictionary for complicated words.

Primary school drama classes allowed this student to practise her English skills. She read Harry Potter after a friend recommended it to her. Later she watched the movie.

Doing a solo performance and being part of a choir meant this student had to work on pronunciation and fluency. She mostly reads academic books.

Writing book reports for his aunty, who is an English teacher, was useful for this student. Harry Potter is his favourite book but he seldom reads these days.

This student has been working with foreign tutors in the language centre in university. He is comfortable with the required readings but would like to improve his speaking and listening skills.

Reading what interests this student in the library has helped his vocabulary and grammar. He uses a dictionary if he does not know the meaning of a word.

A NET encouraged this student and her classmates to read and share, which led to effective communication. She reads National Geographic because she likes geography.

In primary school classes organised by the ESF this student experienced different teaching methods including games, and arts and crafts. He likes to practise his pronunciation by reading English newspapers aloud.

Books such as Harry Potter and movies like Taken have helped this student learn English. As a BBA student, she needs to read a lot and finds some of the material difficult.

Newspapers provide a learning opportunity for this student. As a Business major, she finds some of the readings difficult. She uses a smartphone or the Internet to check new vocabulary.

Writing and performing a drama in Form One exposed this student to everyday English. She feels a sense of accomplishment for reading the entire Harry Potter series. She prefers non-fiction these days.

An exchange trip to Australia pushed this student to use English more often while meeting people. He learnt some English while reading Twilight. He also watched the movie.

English camp provided an alternative learning environment for this student while in secondary school. He read British literature as part of a university course. His favourite author is Ismail Kadare.

Syllabaries in kindergarten marked the beginning of this student’s English learning. In primary, he used pictures to remember vocabulary and did “tons” of grammar exercises.

Two secondary school teachers inspired this student to learn English. One teacher used songs and English movies with subtitles while the other emphasised a lifelong need for the language.

The ABC song and writing after-school form this student’s earliest memories of learning English. The student started learning grammar in Primary 3 and could write sentences by Primary 6.

Reading and listening to songs have been used by this student to improve her level of English. She moved to Hong Kong from the Mainland for secondary school and found it “totally different.”

During primary school, this student realised one could learn English by communicating with others. The student also benefitted from a trip to Sweden when she was 15.

Learning English has been part of this student’s life since kindergarten. She learnt difficult sentence patterns and how to write a composition during junior secondary while she watched movies and read poems and lessons with NETs in senior secondary.

Primary school was the most important period of English learning for this student. She consolidated her knowledge in secondary school and uses English for gaining other knowledge during university.

Exposure to English was limited during this student’s kindergarten and primary years. It changed when she studied in an EMI secondary school which had extra-curricular English activities.

This student developed a system to remember the spelling of a word through pronunciation. She watched variety shows to increase her vocabulary and sense of the language.

Kindergarten was probably the starting point of this student’s English learning. This student attended tutorial classes in secondary and loves reading English books or watching movies in her spare time.

Learning English through paper work is more practical for this student but she feels real life experiences are better. She worked on past papers to prepare for public exams.

In primary school, this student received good marks for pronunciation by associating the sounds with Chinese words. This student’s English improved in Form Four by reading the South Morning China Post and listening to Radio Television Hong Kong.

Despite learning English for many years, this student does not feel her language skills are very good. She feels that because she lives in Hong Kong, there are few chances to speak English outside of school.

A good primary school teacher motivated this student who did well in dictation. She realised the advantages of being proficient in English and read books to increase her knowledge and ability with the language.

Primary school English included dictation and poems for this student. This student attended after-school tutorials in secondary school. In university, students are expected to have a level of proficiency to communicate withy others.

English is a global language but this student notes that it is not easy to learn.

Learning English in secondary focused on reading the South China Morning Post everyday and some English books. English days included games and watching some shows.

Being told English is beautiful by a Secondary 1 teacher sparked this student’s interest in the language. By studying literature and developing her interests and abilities, she realised the power of words.

This student has a philosophical view of how he learnt English.

Practising English has been limited to the classroom for this student. He feels that it would be better to have more interactive opportunities that could help in the workplace rather than academia.

A teacher in kindergarten used pictures to illustrate stories for this student. Grammar exercises were dull and exam-oriented secondary education allowed limited room to explore English.

This Translation major tried hard to learn English from teachers and her sister in secondary school. She watches YouTube channels, English movies and TV dramas. She has friends form different countries.

Singing and the ABC song and reading story books marked the beginning of this student’s English learning. He learnt grammar primary school, focused on exams in secondary and started to appreciate the language in university.

English is more than learning vocabulary and doing tests for this student. You need to interact with others to have “practical experience.” Her English improved after working in a tutorial centre.

Having extra classes at the weekend in Secondary 3 helped this student improve a lot. Classes led by a foreign teacher were confusing as it didn’t meet the students’ learning needs.

Having a weekly private tutorial in primary school is when this student started learning English. Although she doesn’t study English as a subject anymore, she still needs to use the language daily.