Throughout my years of language teaching, I have come to realize that students need more than language knowledge and translation skills. They also need opportunities to build confidence, develop critical thinking and communication skills, and learn to engage with different cultures through language. Whether teaching English, translation courses, or Chinese courses for international students, I have always designed learning activities based on students’ needs, including speaking practice, discussions, writing tasks, projects, and hands-on activities. Through these experiences, students can gradually develop their abilities in communication, expression, and writing in a supportive learning environment.
　　During my teaching journey, I have found that many students are afraid of making mistakes. Therefore, I place great emphasis on creating a learning environment that encourages students to try, share their ideas, and grow through reflection and revision. With the rapid development of AI technologies, I have incorporated machine translation, post-editing, and peer review into my translation and writing courses. My goal is not simply to teach students how to use new tools, but to help them analyze, evaluate, and make appropriate decisions. Seeing students move from hesitation to confidence, and apply what they have learned in competitions, projects, and real-world contexts, has been my greatest reward and motivation as an educator.

　　在多年的語言教學過程中，我深刻體會到，學生需要的不只是語言知識或翻譯技巧，更需要在使用語言的過程中建立信心、培養思辨與表達能力，並學習與不同文化交流。無論是英語、翻譯課程，或是外籍學生的華語課程，我都嘗試從學生的學習需求出發，設計口說練習、討論活動、寫作任務、專題與實作課程，讓學生在較沒有壓力的環境中逐步累積溝通、表達與寫作能力。
　　教學過程中，我發現許多學生害怕犯錯，因此我更重視營造鼓勵嘗試的學習氛圍，讓學生願意開口、分享想法，並從修正中成長。近年 AI 工具快速發展，我也將機器翻譯、譯後編輯與同儕互評融入翻譯與寫作課程，引導學生不只是使用工具，更能分析、判斷並做出適當選擇。看到學生從不敢嘗試到願意挑戰自己，並將所學應用於競賽、專題與真實情境中，是我持續投入教學最大的收穫與動力。