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Abstract
This article explores the comparative effectiveness of self-study and classroom learning in the context of second language acquisition. Drawing on academic literature, case studies, and learner experiences, it examines the strengths and limitations of each approach. Key factors such as learner autonomy, motivation, interaction, feedback, and technological resources are discussed in depth. The study concludes that while each method has its unique advantages, a blended learning model that combines both approaches offers the most effective path to language mastery. The article aims to guide learners, educators, and curriculum designers in selecting or designing optimal language learning strategies
References
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