When coming across with a challenge in a new language, it is quite common to find some skills easier to learn than others. The purpose of this study is to make myself and other teachers aware of our youngsters difficulties and how we can make them understand and, therefore, exploit their own obstacles. In this paper, I analyzed a class of mine of four students, and, through Exploratory Practice and the concept of Language Ecology, I have tried to understand the reason why they make more written mistakes than speaking ones. The chosen methodology is one in which we integrated reflection into our activities so as to enhance our understanding about the issue during our class time. Most of them preferred to engage in speaking activities during classes and found, as well, to be more enjoyable and less difficult to speak English and listen to the language outside of the classroom context. Analysis suggests that these young learners relate far more to sounds than to written words.