Learning works both ways- by sharing your knowledge not only to yourself but to other learners. 

111 Tips for Learning a Language 

Tip 21 - Help yourself to fish by helping others fish

Are you focusing all your energy on mastering conversational fluency while leaving grammar or writing in the dust? Sure, it’s tempting to specialize, but here’s the hard truth: putting all your focus on just one element of language learning is risky. Imagine dedicating all your time to conversation, only to wake up one day and realize you’re bored with it. Where does that leave your progress? It’s like betting all your money on one volatile stock—it might pay off, but it’s just as likely to lead to burnout. Research shows that our brains crave variety to stay sharp and engaged (Goldberg, 2001). So why risk stagnation when you can diversify your skills?

Tip 44 – Mastering the Art of Language Diversification: Why You Should Never Put All Your Eggs in One Basket

When you read regularly, you’re constantly encountering new words. The great thing about newspapers and magazines is that they use language that is relevant and current. This isn’t a textbook full of outdated phrases—you’re learning words and expressions that people actually use in everyday conversation. Studies have shown that extensive reading helps expand vocabulary knowledge faster than explicit vocabulary instruction.

Tip 46 - Read newspapers and magazines to learn vocabulary 

Instead of skipping your study session, try to do something manageable, even if it’s just for 5 or 10 minutes. This small effort prevents the disruption of your learning habit and keeps you from falling into the “rest zone” for too long. Remember, a little bit of progress each day compounds over time, and that’s how big results are achieved.

Once you take a break from studying for too long, it becomes increasingly tempting to stay in that “rest mode.” We’ve all experienced this—one day off turns into two, and suddenly a week has gone by. The longer you rest, the harder it becomes to start again. This is not just a language learning issue; it’s a cognitive phenomenon called the inertia effect, where the longer we avoid an activity, the more mental resistance we build up toward starting it again.


Tip 48 – Just do what you can when nothing feels right and that is already enough.

Once you can positively identify what your ultimate goal is, I want you to divide these goals into smaller goals or you can say this is the part where you lower your goals a little, and this is ok. It doesn’t make you a lesser human being. How many goals have been unfulfilled because the initial expectation was too high? Too many learners just give up completely. Lower your goal until you reach a base point which you can reach within 7 days. Once you have achieved this base point, work your way up to the next 7 days and then the 7 days further and so forth. You can have many of these lower goals or outpost goals, as I like to call them. These outposts will give an indication of your learning journey and whether it is feasible to continue on the same path. If something doesn’t work, modify it to suit the problems you face in your learning. Make sure you also modify your outpost based on how much time you are prepared to spend on your learning. Be realistic about it. If you are tired at the end of the day, do not schedule learning time at this time or at least try to cut down on learning at this hour. At the end of the day, you know your mental state better than anyone else. 



Tip 47 - Set your ideal goal but also set the lowest goal that you can achieve within 7 days

So, what exactly is a Mistake Book? It’s a notebook where you log your language mistakes using a structured approach. Each page is divided into three columns:
•	Column 1: The Mistake – Write down the mistake exactly as you made it, whether it’s in speaking, writing, or grammar.
•	Column 2: The Correction – This is where you write the correct version of the sentence or phrase.
•	Column 3: The Explanation – Briefly explain why it’s a mistake. Keep it concise—just enough to remind you of the rule or reason behind the correction.
For example, if you wrote “I have went to the store” instead of “I have gone to the store,” the explanation might be: "Use the past participle ‘gone’ instead of ‘went’.’"
