1. If students are given tasks that they are interested in, they will be motivated to complete them and even do tacks to complete the project.
2. Learner autonomy can enhance students, develop their motivation and I will be sense of achievement. If students can make choices according to their interests and abilities, they will be more willing to learn and complete the tasks even when they faced difficulties.
3. It is important to provide students with choices so as to cater for learner diversity (interest and ability).
4. Providing a context for students to learn grammar can make it more interesting and easier. Tenses are always a major issue for most students. Most students do not know when to use a particular type of tense. In other words, they cannot apply what they have learnt in the grammar lessons. Through this project, the students at Yan Chai Hospital No. 2 Secondary School developed a better understanding of when to use different tenses, which will contribute to improved, both oral and in writing.
5. Teachers’ expectation on the length and complexity of work differed from class to class or even from group to group. The depth and width of the work was decided by the students themselves. The work displayed did not show a big difference among groups as the teachers had set a standard which every group had and could meet. All groups were given freedom to work, independently but teachers also provided extra guidance and help for the struggling groups.

Difficulties and suggestions

1. Both teachers and students thought that they did not have enough time for the project. It was suggested that there should be 1-2 months for students to prepare for the Wedding Expo.
2. S4 students found the project challenging. The school will consider implementing “Learning English through Workplace Communication” in the second term of S5 or first term of S6 due to students’ readiness.
3. Teachers found fifty 40-minute lessons insufficient to cover different types of workplace correspondence. It was suggested that teachers could actually cover some or all workplace text types in the core part and allow more time for students to apply the knowledge and skills learnt in the elective module.
4. Not all teachers and students were interested in weddings. An alternative to the Wedding Expo project could be, for example, setting up a company for students to sell their own inventions. An advertising company also involves different departments, industries and job types. This may be more desirable if the school has chosen “Learning English through Popular Culture”