Over the course of the class, I worked closely with a foreign student that I had become close with while studying abroad in Japan. He spoke some English and expressed to me a desire to improve his English. He and I become pen pals after I left Japan. When our teacher tasked us with working cooperatively with someone who’s native language was not English, I immediately thought of him, and how perfect it would be to help him improve his English. I set up video meetings with him, and we started off rather conversationally. I noticed that when speaking to him, I did my best to speak more slowly than I would with a native speaker. If I didn’t pay attention, and started speaking too quickly, he would become lost, and ask me to repeat myself. Whenever he would say something incorrectly, such as when he responded with “I think not need shave” after I told him I needed to shave, I would explain to him the proper way to say it. In this case, he was having trouble with the infinitive form, to shave. That’s how I approached the first two meetings. On the third meeting I noticed he also had trouble with prepositions, often leaving them out of his sentences. I tried an activity with him where I would give him an example sentence that could use a preposition, starting off with simple ones with more than one correct answer such as “The cat ran __ the table,” before moving to ones with more specific answers, such as “The boy came __ Delaware.” Whenever he struggled, I was quick to encourage and assist him as necessary. On our fourth and final meeting, I asked him directly if he had any specific questions or if there were any points that he really needed help with. He told me that he felt that he had already learned a lot, and would be much more confident when speaking English.