Some common themes were found in their answers: they mostly appreciated that these activities were fun (n = 4) and that they were different from other English lessons (n = 3). As Respondent 7 phrased it, it was great they “had to read happy news, it made [their] day”. Some students (n = 3) also positively remarked that they had to work in groups and share their experiences and the results of their little research with other students. In connection with the language development use of the activities, they mostly observed that it expanded their vocabulary (n = 8) and developed their speaking skills (n = 4). Most of the students commented that these activities helped them learn something about the world: they appreciated learning about the website, talking about a topic they found interesting, they “learnt about interesting news from around the world” (#21), but some students also added that it helped them understand stress and mental health issues more. According to Respondent 13, now they “know why many people [are] so stressed subconsciously”. Respondent 15 disclosed that the activity sequence mostly helped “with [her] mental health and vocabulary”. Some students made another point by saying that they did not learn anything new, as they already knew that news items are usually negative. Other students, though, managed to go one step further and they said that the sequence made them realise that they should think more positively. Respondent 15 further elaborated on why it is helpful for her mental health: “I usually don’t see good news about the world and it’s depressing, that lesson made me think more positively.” In a similar vein, some students felt that this sequence open their eyes and as Respondent 4 wrote, these activities “might have helped [them] be more conscious about [their] news consumption”.