Reflection 1: The role of output: Output hypothesis (Swain, 1985): comprehensible output leads to high levels of grammatical accuracy. The noticing function is worth mentioning here: learners encounter gaps between what they want to say and what they are able to say, and so they notice what they do not know or only know partially in the L2 language. Meaning-focused instruction: by focusing on grammar, or other aspects of English, I have found it helpful for the students' motivation and learning by having assignments that create meaning in what they are assigned to do. In practice, we had an assignment about London, and we had a map of London where the students were supposed to work in groups, and figure out where a bus would have to go through the city, for example from Piccadilly Circus to Craven Cottage. This made them practice communicating with each other, and in addition learn about the city of London. Interlanguage theory: describes the language learner's journe