Why?

Why do some English students improve fast?

And why do other students improve slowly or not at all?

It’s not intelligence.

I’ve taught lawyers, doctors, scientists and other high IQ students who made progress at the speed of a snail.

It’s not motivation.

I’ve had students who were jobless, broke and desperate for the advantages that come with better English… but who stayed stuck in English, and stuck in life.

And it’s not natural skill. 

I’ve seen students learn new words, new rules, new pronunciation quickly — quicker than all the other students in the room — then come back the next week and remember none of them. 

Yet other students — who appear very average in all areas — do things you might envy.

They travel the world… they make new friends… and they do interesting work… all in English.

I call them, Super Students. 

So what’s their secret?

I’ll tell you.

But first, a story… 

The Story Of Two Students

(NOTE: The following story is true. It’s a combination of students I knew from the ten years I was a travelling teacher in Prague, before I started teaching The Vig Method.) 

STUDENT 1

Monday morning.

I walk into an office building in the center of Prague.

The receptionist tells me dobré ráno (good morning). I say the same. 

I walk into the conference room, and as I’m taking out my notes and turning off my phone, she brings me my usual cappuccino.

A few moments later, my student, Marketa, walks in. 

Marketa has a new job in an international company and doesn’t feel comfortable yet speaking about her work.

We have our lesson. 

She selects an article from the news and we discuss it — the new words, the pronunciation, the theme… 

Nothing out of the ordinary. 

After 60 minutes I leave to go to my next lesson and Marketa returns to her work. 

STUDENT 2

Monday morning, a bit later…

I walk into another Prague office building.

Another receptionist, another meeting room, another cappuccino.

But this time my student is Vaclav. 

I like conversations with Vaclav. 

We talk about his weekends, his family, his job… 

And at the end of the sixty minutes he signs my attendance sheet, I’m off to my next lesson and he’s back to his office. 

Six Months Later…

A lesson with Marketa now looks like this:

She uses new words, makes fewer mistakes, and can talk about more topics and feel more relaxed while speaking. 

A lesson with Vaclav looks like this:

He continues to use the same words. He makes the same mistakes. And he talks about the same topics. 

Both have just one hour a week with me.

So why are these two students getting such different results?

Why is Marketa getting better English every day and why is Vaclav stuck?

It’s not intelligence; both went to university and have demanding jobs.

It’s not motivation; both need better English for their work. 

And it’s not laziness; both wake up early and stay busy all week with work, family and hobbies. 

Yes, Marketa uses a a conversation plan.

But with Vaclav I have more rapport.

So what is it?

To answer that, I’ll need to show you what the rest of their week looks like.

From the end of our lesson until the beginning of our next lesson they will both be awake for approximately 111 hours. 

Besides working and eating and the usual things, how do they use that time?

111 Hours In The Life Of A Stuck Student

Vaclav takes the metro to work.

Every day it’s thirty minutes between his front door and his desk.

As soon as the train doors close, he takes out his phone and either plays a game or scans the latest headlines. 

On his lunch break he goes to a restaurant with colleagues.

Their favorite topics?

Office gossip… sports… the weather… 

After work, it’s thirty minutes on the metro again and thirty minutes with his phone. 

He comes home, kisses his wife, pets the dog, then walks to his office where he puts down his bag and plugs in his phone.

On his desk he sees a torn, stained copy of Murphy’s English Grammar in Use.

“I’ll study a page after dinner,” he tells himself.

He doesn’t.  

Instead, he watches the local news with his wife and falls asleep. 

He does that every day, Monday through Friday, until, 111 hours later, it’s time for his next English lesson.

111 Hours In The Life Of A Super Student

Marketa takes her car to the office.

As soon as the door closes, she hits “play” on her phone and listens to an American podcast.

During her lunch hour she goes to a park and reads a UK website which is perfect for her level.

And in the evenings she watches a show on Netflix, using the right combination of difficulty, subtitles, and repetition.

The Difference That Makes The Difference

Marketa and Vaclav are not unique.

I’ve seen their stories over and over again.

Students who Do English Daily improve consistently and steadily.

While students who do NOT Do English Daily improve slowly, sporadically and sometimes not at all. 

Let’s look at the numbers.

Marketa’s total time with English every week: 8 hours

Vaclav’s total time with English: 1 hour 

It’s not a big difference.

It’s a small difference. 

But it’s the difference that makes the difference. 

How To Do English Daily, Become A Super Student And Master English Without Schools And Rules

What about you?

Are you stuck?

Do you want to become a Super Student, too?

And are you ready to finally master English?

Now you can…

• Own the secret method of Super Students… 
• Discover the correct way to Do English Daily…
• And finally master English WITHOUT schools and rules… 

Click here to learn more.