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Firstly, there is a critical reflection on LO2. Action learning, an approach to collaborative learning conceived by Revans (1966) is used as a tool to develop the skill of reflective practice（Dorothy & Patrice，2021. This approach facilitates critical reflection and helps translate classroom knowledge into practical application. By participating in the Action Learning Sets, my teamwork and reflective skills have improved significantly. Based on a diary entry from my first participation in ALS: “I was not very motivated to work in a team because I did not know how to express myself and also felt sceptical about the question and answer session” (Reflection diary, 21/10/22), I reflected that this was mainly due to unfamiliarity and lack of understanding of the meaning of Socratic questions among group members. I then proposed the creation of a WeChat group for group members to share their feelings and to consult relevant knowledge and examples after the session. This worked well because, on the one hand, we got to know each other very quickly and made the group work later less awkward; on the other hand, we realised that Socratic questioning is a key part of action learning and that such non-directive questions help the narrator to reorganise the information they know, and that answering the questions carefully means active thinking and facilitates finding new understandings of the original questions. For example, in one seminar, after talking about the lack of academic vocabulary building, one of the members’ questions brought me new inspiration to further realise that, in addition to looking up definitions, it is also important to note down the context and collocation of words related in the original text, as none of the vocabularies exists in isolation. “I started to enjoy the ALS discussion, which tests whether my thinking process is correct and sound” (Reflective diary, 11/11/22), and I think I will try to apply AL to other parts of my program and life.