Published Paper Details:

This study investigates the learning experiences of learners, acquiring French as a second language, emphasizing the methods of input, interaction, and the integration of technology. Through a comprehensive survey, this research examines the preferences, challenges, and strategies employed by learners in various environments (including formal classrooms and immersion settings). The findings reveal that structured input and spontaneous interaction are both critical to successful language acquisition. Formal classroom settings provide essential feedback and support, while immersion environments offer practical language use, highlighting the importance of a balanced approach. Technology significantly enhances accessibility and interaction, though it introduces challenges such as managing conflicting information and maintaining self-discipline. Learners report a range of strategies to overcome obstacles, including setting specific goals, utilizing diverse learning materials, and engaging in language communities. The study concludes that personal motivation and tailored learning approaches are paramount in navigating the complexities of second language acquisition. These insights contribute to a deeper understanding of effective language learning practices and suggest avenues for future research on optimizing the balance between input and interaction in various learning environments.