Han Wei

Why did you choose MA TESOL at the University of Birmingham?

The main reason I chose the MA TESOL at Birmingham is that I really wanted to understand what it means to be a good teacher. My undergraduate degree was in a business-related subject, but, after I graduated, I was certain that education suited me much better and was the field I genuinely wanted to stay in.

I had already gained some teaching experience, but I felt I needed more theoretical support to feel confident and continue in this field. What attracted me to Birmingham was the balance between theory and practice rather than focusing on just one or the other.

By the end of the programme, I hope I can develop my own understanding of education and language teaching. I want to be able to explain and justify my teaching decisions more clearly so I can move forward in this field with greater confidence and a strong theoretical foundation.

Which TESOL module has had the biggest impact on your understanding of language teaching?

Second Language Learning and Teaching was a module that really stood out to me. What made it special was the way it explained, in a very human way, how people actually acquire a second language, including the influence of motivation, psychology and learning experiences.

Before taking this module, my understanding of teaching was quite simple. I thought teaching meant explaining knowledge clearly and asking students to memorise and practise it over and over again. Looking back, I realised that this view was shaped by how I had been taught myself.

One moment that stayed with me was a class on the difference between learning and acquisition. That was when I began to question my earlier assumptions. If the aim is for learners to genuinely use a language, then acquisition matters more than memorising rules. Instead of pushing students to constantly produce output, teachers should focus on providing meaningful input and creating the right conditions for learning to take place.

Overall, this module did more than introduce new theories. It made me rethink what teaching really means. It helped me understand that good teaching starts with understanding how learners experience language. When students truly internalise what they have learned, that is when teaching becomes successful.

How has the learning environment at Birmingham helped you in your studies?

One thing I have really appreciated at Birmingham is the library. When I first arrived, I thought of it as just a quiet place to study, nothing more. But very quickly, I realised it was much more than a physical space.

The library provides access to so many resources, both online and offline, and this has made a real difference to how I study. At the start of the programme, we had a library tour, which helped me feel more confident about finding and using academic materials. It was one of the first moments when I felt the University was guiding us, rather than expecting us to work everything out on our own.

Another big change for me has been the teaching and assessment style. Before this programme, I was used to exam-based learning and completing test papers. Here, there is a stronger focus on essay writing and building arguments. At first, this felt challenging, but over time I realised it was helping me think more deeply and critically. Instead of memorising answers, I am learning to question ideas, reflect on them and form my own viewpoints.

Overall, the learning environment at Birmingham has helped me grow academically by encouraging me to think independently and engage more fully with what I am studying.

What personal or professional goals have become clearer during your studies at Birmingham? 

During my studies at Birmingham, my future career goals have become much clearer. At the beginning, I simply wanted to be a classroom teacher and focus on teaching students directly. That was my main aim.

As the course progressed, I began to realise that TESOL has given me more than teaching techniques. It has helped me understand the wider principles behind education and language learning. I also started to recognise that not everyone has the chance to study in an environment like this or access the same resources. This made me think more seriously about how I could share what I have learned with others in the field, especially teachers who may not have had the same training.

On a personal level, I have become more aware of the importance of balance. I have tried not to focus only on academic work, but to take part in activities outside my studies as well. For example, I enjoy spending time at the University gym, which has helped me stay active and manage stress. These experiences have helped me grow both professionally and personally.

How does studying TESOL connect with your broader interest in communication?

One of the biggest connections for me is that I have learned so many things about language that I simply did not know before. Growing up in China, learning English was something almost everyone experienced. For a long time, many people, including myself, believed that learning English mainly meant memorising vocabulary and practising it repeatedly.

After studying TESOL, I realised that language learning can be approached in very different ways. English is not just something to memorise, but something to experience, understand and use meaningfully. This made me want to share what I have learned with others, especially through social media, so more people can see that language learning does not need to be limited to rote learning. 

From a communication point of view, writing has been especially important for me. The University provides strong support for academic writing, and this has helped me adapt to the UK academic environment. Through writing, I have learned how to structure ideas clearly, follow academic conventions and express my own thinking in a second language. This has strengthened not only my academic skills, but also my ability to communicate ideas more effectively.