1 Article

2 An Investigation into Foreign Language Self-Study Methods of English-Majored

3 Students at HUFI
4
5 Nhi Truong 1 *

6 1 Ho Chi Minh City University of Food Industry; [email protected]

7 * Correspondence: [email protected]; Tel.: 0904001519

8 Abstract: Learning foreign languages such as English, Chinese, French, Japanese,

9 German, and so on has been popular in Vietnam. This has become a must-have
10 condition for Vietnamese people to integrate with other countries and have a stable job.
11 Therefore, except for learning language in school or center, learners have applied and
12 created numerous ways to learn as well as improve the language better. This paper
13 aims to study on how English-majored students at HUFI (Ho Chi Minh City University
14 of Food Industry) self-study language effectively. The author tested 100 students on an
15 Internet survey and directly interviewed 10 students with questions related to the topic
16 of foreign language self-study. The results showed that students used a combination of
17 various learning methods. In addition, they also develop their own appropriate
18 learning styles for themselves. Most students believe that the "immersive method"
19 including watching movies, listening to music or the radio is the most general way to
20 learn languages. However, some students still waste a lot of time and have not found
21 effective learning methods as expected.

22 Keywords: self- study, foreign language learning, autonomy methods

23
Citation: Nhi, Truong H. ; Title.
An Investigation into Foreign Language

Self-Study Methods of English-Majored

24 1. Introduction
Students at HUFI, 12, 25x. Nowadays, foreign language becomes a vital thing within the life, study, and work
https://doi.org/10.3390/xxxxx 26 of the public, particularly students who still attempt to learn a language every day to
27 pass the exam, expand the opportunities for future jobs, and a few other reasons. Thus,
Academic Editor: Firstname Last- 28 the demand for learning foreign languages is additionally increasing. The public often
name
29 learns foreign languages in class, in centers, directly or indirectly online with tutors, and
Received: date 30 so on. Besides these ways of learning, self-study also plays a really important role in
Accepted: date 31 helping learners acquire foreign language knowledge as well as develop their abilities
Published: date
32 under the guidance of teachers. Learners must learn by themselves and self-study doc-
Publisher’s Note: MDPI stays neu-33 uments to create solid information for his or her. Nonetheless, in reality, self-study ac-
tral with regard to jurisdictional
34 tivities are still limited, within which students have not spent much time on self-study
claims in published maps and insti-
tutional affiliations. 35 and have not built and trained self-study skills for themselves. Moreover, the most im-
36 portant problem is that they cannot have appropriate ways to find out the language.
37 Lindsay Williams (2016) once said that there is nothing worse than not knowing where to
38 begin. As soon as learners take the step from classroom to self-study, this can be one of
Copyright: © 2021 by the authors.
Submitted for possible open access 39 the most important struggles they face. Therefore, self-study can make learners feel de-
publication under the terms and 40 pressed, overwhelmed, lonely, and simply hand over. This survey is carefully designed
conditions of the Creative Commons
Attribution (CC BY)
41
license
to reason about foreign language self-study and to fill gaps in today's foreign language
42
(https://creativecommons.org/license self-study methods. Then, it finds out the foremost popular ways to find out the lan-
s/by/4.0/).
43 guage of scholars, particularly English- majored students from the University of Food
 2 of 13

44 Industry. Besides, it helps learners supplement alternative ways to be told foreign lan-
45 guages and choose effective self-study methods for themselves. Hopefully, the findings
46 from this survey will arouse learners' interest. Furthermore, this investigation can func-
47 tion as an instruction for those fascinated by introducing effective language self-learning
48 strategies into their classrooms, and may also help teachers guide students to check re-
49 ception in a better way.
50
51 2. Literature Review
52 2.1. Theoretical basis and context of self-study
53 The person laying the foundations for this sense of self-study was the Czechoslo-
54 vakian educator John Amos Comenius (1952). Comenius said let the main goal of this,
55 our Didactic, be to search out and discover a method of instruction that allows teachers to
56 teach less while learners learn more (1907). Educators Pestalozzi (1876) paid much atten-
57 tion to the intellectual development, activeness, and creative independence of students
58 (Pestalozzi World). The term self-learning strictly refers to learning oneself in a reflexive
59 act, in the same way that the automobile is the one that moves likewise, and self-learning
60 carried out by oneself, it is more appropriate to use the term autonomous learning
61 (Manuel, 1998, Nghi, 2020). Also, according to Oldster, self-study is that the most difficult
62 learning methodology and there are rife with dangerous pretensions, but also the fore-
63 most fruitful (2016). Talking about self-study, Vietnamese professors have considered
64 self-study because of the golden key of education within the age of knowledge explosion.
65 Professors Dang Vu Hoat and Ha Thi Duc have defined that self-study is one basic kind
66 of teaching in university, which is one cognitive sort of the individual to master the sys-
67 tem knowledge and skills are conducted by learners themselves within the classroom or
68 outside the classroom, by or without chapter curriculum and textbooks are prescribed
69 (2013).
70 Knowles (1975) said that self-directed learning is a process in which individuals take
71 the initiative to diagnose learning requirements, define goals for achieving those needs,
72 identify resources and tactics to make learning happen, and evaluate the process. Fur-
73 thermore, Merriam and Bierema (2013) argue that autonomy is equivalent to
74 self-direction. According to Oxford (2016, 20017), learner autonomy refers to a learner's
75 reliance on processes to take responsibility for their learning.
76 2.2. Learning strategies
77 Chamot and O`Malley (1994) mentioned that learning strategies are defined as ideas
78 or activities that help to improve learning results. Strategies, by definition, are likely to be
79 conducted with awareness; otherwise, they would not be strategic; but, the same mental
80 operations can be conducted without awareness once they are proceduralized and have
81 the same advantageous consequences of learning. Also, Oxford (1990) and Nghi (2016)
82 states that learning strategies are specific actions used by learners to make learning easi-
83 er, faster, more enjoyable, more autonomous, more productive, and easier.
84 There are many research papers and surveys on effective language learning meth-
85 ods around the world to help learners develop their language. For example, Gender,
86 academic major, and vocabulary learning strategies of Chinese EFL learners ( (Gu, 2002);
87 Language learning strategies and its training model (Liu, 2010); Language learning
88 strategy use of bilingual foreign language learners in Singapore (Wharton, 2000), etc.
89 Oxford in 1990 successfully developed a system of language learning strategies that
90 was easier to understand and detailed than previous authors. Therefore, the classification
91 of language learning strategies of Oxford was decided to use by the authors as a theo-
92 retical basis for the study.
93 The book "Language learning strategies" (1990) classified strategies into two groups:
94 direct strategic groups and indirect strategic groups.
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95 First, the direct strategic group that deals with the mental linguistic process, divided
96 into three subgroups: (1) Memory strategy groups are used to memorize new foreign
97 language knowledge and evoke old knowledge to use, helping learners to combine what
98 they are learning in the target language with known information. (2) Cognitive strategy
99 group helps learners use language through reasoning, analyzing, taking notes, summa-
100 rizing, synthesizing, sketching, organizing information, practicing in a real communica-
101 tion environment, practicing structure and pronunciation in a standard way. (3) Com-
102 pensation strategy helps learners make up for the missing knowledge. For example,
103 learners guess meaning based on context while learning to listen and reading skills or
104 using synonyms, discussing unknown words to support speaking and writing skills, etc.
105 Second, the indirect strategic group does not have a direct attachment to the acqui-
106 sition of a new language, consisting of the following three sub-groups: (1) Metacognitive
107 strategy group helps learners plan, self-manage, and self-evaluate the learning process.
108 (2) Effective strategies help learners control the emotions that affect the learning process.
109 (3) Social strategy group enables learners to communicate with others and understand
110 the target culture and language.
111 2.3. Self-learning methods
112 According to Bowen (2008), there are 5 popular methods to help people self-study
113 foreign language: (1) the vocabulary-based approach learning words with pictures, spe-
114 cific subjects. (2) Double translation includes combining reading books and dictionaries,
115 then rewriting translations. (3) The grammar-based approach is memorizing grammar
116 and do practice exercises. (4) The communicative approach is communicating with for-
117 eigners, friends, etc. (5) the immersion method consists of listening to music, watching
118 radio, watching TV programs, movies, traveling, and so on.
119 In summary, studies have demonstrated that learning strategies are tools that pre-
120 dict how learning tasks are performed and what difficulties learners have during lan-
121 guage learning. If language learners use a variety of learning strategies, their language
122 skills will be enhanced. Thus, as learners develop skills in the cognitive, metacognitive,
123 social, and affective aspects, they are in control of their learning.
124 3. Materials and Methods
125 This thesis sought to investigate students' self-study methods for foreign languages
126 from the past to the present. Furthermore, the thesis investigates the most popular
127 language self-study methods used by students, as well as the challenges that students
128 face during the self-study process. The researcher hopes that these findings will help
129 students find a suitable method to improve their self-study of foreign languages and
130 solve their problems in learning languages.
131 Data were gathered through face-to-face interviews (recorded on the phone) and the
132 creation of an online survey form (Google Form) with 9 questions about personal
133 information and the topic of foreign language self-study methods. The online survey has
134 a two-week response time and is posted on the researcher's Facebook page as well as the
135 Yalo class group. Furthermore, the researcher conducted direct interviews with 10
136 students from the English language department, asking four main questions (including
137 questions 6, 7, 8, and 9 in the online survey but without the hints) about the topic in the
138 classroom or on school grounds, with a time limit of 4 minutes for each interview.
139 This mixed-methods study employed both quantitative and qualitative methods.
140 The researcher specifically used an online survey and an interview to collect both
 4 of 13

141 quantitative and qualitative data. Separate quantitative and qualitative analyses were
142 carried out, and the results were then combined to assess the overall interpretation.
143 3.1. Participants
144 The participants were 110 students from various undergraduate English language
145 departments at the University of Food Industry in Ho Chi Minh City (HUFI) of the year
146 2021, including freshman, sophomore, junior, and senior. The medium of instruction was
147 English, and the exams were held in English. They are also learning Chinese and some
148 other language. These students will have more experience with self-learning the
149 language because they are language students. As a result, the results are slightly more
150 accurate and general.
151 3.2. Assessments and Measures
152 One of the important goals of this research is to search out ways to self-study
153 foreign languages effectively. What self-study methods may well be appropriate for the
154 attitudes and learning sorts of English language students? Designed supported the
155 characteristics, style, and nature of current student learning methods (based on popular
156 methods of Bowen (2008)). The remaining questions, interview information, along with
157 inquiry to seek out answers to the present research question.
158 To assess the difficulties and problems that students face while self-studying, the
159 author developed survey questions based on Lindsay Williams's research paper (2016),
160 which included issues such as depression, disorientation, a lack of goals, and not
161 knowing where to begin. In addition, students may bring up any other issues they may
162 be experiencing.
163 To solve the problem of foreign language self-study, the author employs essay
164 questions, which allow students to express their own opinions more accurately without
165 relying on suggestions from other research articles.
166 However, because it is an online survey, the survey has some minor drawbacks,
167 such as limiting the number of students surveyed. The author solved the problem by
168 distributing the survey to large student groups and sending it to each student
169 individually. Furthermore, when conducting face-to-face interviews, many students are
170 afraid to speak or understand the survey issues; therefore, the author has to suggest and
171 support them.

172 4. Results and Discussion

173 The quantitative data are provided first, followed by the qualitative results.
174 Descriptive statistics were used in the quantitative analyses. The chart present
175 descriptive statistics for the data derived from the replies used in the analysis. Finally,
176 the focus group interview analysis is presented.
177 4.1. Quantitative data analysis
178 4.1.1. Number of students participating in online survey.

179
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Figure 1: The percentage of different school year students

4%
15%

7%
Freshman

Sophomore

Junior

Senior

74%

180

181

182 It is clear that 100 English language students participated in the online survey,
183 which includes 15 percent of freshmen, 7 percent of sophomores, 74 percent of juniors,
184 and 4 percent of seniors. As a result, the majority of the study's findings will be based on
185 the perspectives of third-year students. However, because it is not possible to aggregate
186 many of the opinions of freshmen, sophomores, and seniors, the results may not be as
187 diverse.
188 4.1.2. The correlation between different school year students and how much time they
189 spent on self-learning foreign languages.
190
60%
191

50%

40%
Freshman

30% Sophomore
Junior

20% Senior

10%

0%
Less than an hour 1-2 hours 2-3 hours More than 3 hours
 6 of 13

192

193 Figure 2: The proportion of different school year students' choice about the time period for self-studying
194 foreign languages.
195 The second graph depicts the students' selections for the amount of time they
196 spent on self-study. To begin, 33.33 percent of freshmen spent 1-2 hours on self-study,
197 26.67 percent of students chose 2-3 hours, and the proportion of students spent less than
198 1 hour or more than 3 hours learning a foreign language is both 20 percent. Second, 57.14
199 percent of sophomores took 1-2 hours to learn, with other alternatives including less than
200 an hour, 2-3 hours, and more than 3 hours all having a 14.29 percent selection rate. In
201 addition, the percentage of third-year students for options including less than 1 hour, 1-2
202 hours, 2-3 hours and more than 3 hours is 25.68 percent, 47.3 percent, 18.91 percent, and
203 8.11 percent respectively. Finally, given the four selections above, the fourth-year
204 students had equal choices, all at 25 percent. Based on the data shown above, the author
205 concludes that the majority of students spent 1-2 hours self-learning foreign languages as
206 well as a few students took more than 3 hours on this.
207 4.1.3. The correlation between different school year students and how many times a
208 week they self-study.
209

70%

60%

50%

40% Freshman
Sophomore

30% Junior
Senior

20%

10%

0%
1 2 3 4 Others
210

211 Figure 3: The percentage of different school year students' selection of the number of self-study
212 times per week.
213 The third graph illustrates the students' selections for how many times a week they
214 self-study foreign languages. Firstly, 60 percent of freshmen had 4 times per week for
215 self-study, 20 percent of students chose 3 times, 13 percent of students gave different
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216 suggestions, 7 percent of them spent 1 time, and there was no choice for 2 times.
217 Secondly, 43 percent of sophomores preferred to learn 3 times per week, 29 percent of
218 students chose 1 time, 0 percent of them selected 4 times, and the proportion of students
219 picked 2 times or other ideas are the same, at 14 percent. Thirdly, the rate of third-year
220 students for options consisting of 1 time, 2 times, 3 times, 4 times, and other is 11 percent,
221 24 percent, 28 percent, 23 percent, and 14 percent, respectively. Furthermore, 4 times is
222 selected by 50 percent of seniors, 1 time and 2 times are both picked by 25 percent of
223 students, and none of them chose 3 times or had alternative thoughts. As a result, most
224 freshmen and seniors spent 4 times a week on self-learning, whereas 3 times a week is
225 the highest selection of sophomores and juniors.
226 4.1.4. The strategies are being utilized by different school year students and effective
227 approaches helping them acquire foreign languages the best.

228

70%
60%
50%
40%
30%
Method that students are
20% applying
10%
0% Method that students
consider effective and help
them learn best

229

230 Figure 4: The proportion of students’ choice about a method they are using and the best effective one.

231 Figure 4 shows that the changes result from the students' decisions on the ways
232 they use to self-study foreign languages and the approaches they believe are the most
233 successful and supportive. For the methods students are applying for self-study, the
234 immersion method had the highest rate of 65 percent, the grammar-based approach was
235 the second with 10 percent, the double translation method which accounted for 8 percent
236 ranked the third position, followed by 7 percent of the vocabulary-based approach, 6
237 percent of the tech and apps, and 4 percent of the communicative approach. Nevertheless,
238 the student's choice of the most useful method differed from the approach they were
239 utilizing. In particular, 49 percent of students said that immersion was the most effective
240 strategy, while 20 percent of them chose the communicative strategy, 13 percent of them
241 selected the grammar-based approach, and 11 percent of students picked the
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242 vocabulary-based strategy, whereas double translation and tech and applications
243 accounted for 5 percent and 2 percent, respectively. Based on the data presented above, it
244 is possible to conclude that the immersion method was commonly used by students and
245 regarded as the most effective. Second, the communicative approach was employed the
246 least, although ranking second among effective methods. Third, learners rated
247 technology and applications as the least effective method. Furthermore, the percentages
248 of other methods, such as vocabulary-based approach, double translation, and
249 grammar-based approach, did not differ significantly across the two survey items.

250 4.1.5. The obstacles that students frequently confront during self-learning foreign
251 languages, as well as how they overcome them.

252

Figure 5: Difficulties that students often encounter during self-

learning foreign languages (%)

9%
Overwhemed, do not know
7% where to start
29%
Boredom

Disorientation

26%
Lack of reasons

Others
29%

253

254

255 Figure 5 deals with the obstacles that students have while self-studying foreign
256 languages. According to the pie chart data, most students are overwhelmed, do not even
257 know where to begin learning, and are bored when studying alone. Both of these issues
258 account for 29 percent of the total. Also, 26 percent of students felt disoriented, 7 percent
259 felt they had no reason to continue, and 9 percent had different opinions. Specifically,
260 other issues that students encountered included remembering a significant quantity of
261 vocabulary, not having a guide to rectify mistakes, not knowing how to pronounce
262 words, and limitations in some basic skills, and so on. Furthermore, the results of this
263 survey question are similar to William's comments (2016) regarding the difficulties that
264 self-study students frequently confront.
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265 Following the inquiry regarding the problems that students faced when learning
266 foreign languages on their own, the researcher posed an essay question regarding
267 students' thoughts on overcoming these obstacles. The table below highlights students'
268 perspectives on this topic.

269

Students’ opinions on resolving these difficulties

_ Setting a goal, making plans

_ Having much time to look up all mistakes and knowledge that misunderstood
_ Looking for what things are really interested in
_ Finding out many sources that suit level in order to not loosing motivations
_ Identifying preferred learning style
_ Choosing favorite topics to enhance concentration
_ Finding motivations
_ Finding a person who can lead and orientate me
_ Bringing together practice and theory
_ Picking the best time and place to study to minimize boredom, exhaustion, and dis-
tractions from learning
_ Generating interest in self-learning
_ Finding knowledge that we desire to learn
_ Dividing knowledge into little parts to make studying easier day by day
_ Combining learning English with listening to English music
_ Be proactive in self-study and find a big enough reason to stick with self-study.
_ Trying best and be patient
_ There are specific rewards and punishments for yourself
_ Talking to someone who has self-study experience
_ Concentrating
_ Not using phone while studying
_ Completing the teacher's homework

270

271 Among the 100 perspectives of students from various school years, the most
272 frequently expressed notion is to create a study plan and choose a study approach that is
273 appropriate for each individual. Second, students believe that they must select their
274 favorite topics and languages to be more interested and not give up easily. Third,
275 creating self-motivation is a key aspect of self-study. There are also some additional
276 possibilities, such as creating their rewards and punishments, finding someone with
277 experience to guide them, finding friends to learn alongside, and so on.
278 4.2. Qualitative data analysis
279 After the completion of an online survey, the researcher concentrated on
280 conducting direct interviews with ten students studying in various years of English
281 language major. These students were interviewed using four survey-style questions (6, 7,
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282 8, and 9) without hints. The following are the students' responses, as well as the author's
283 analysis of the interview.
284 4.2.1. What method students are applying when self-learning a foreign language and
285 which effective one helps them acknowledge foreign languages the best.
286 In the interviews, many respondents confirmed that they are using the immersion
287 method in the process of self-studying foreign languages. Take the interviewee 1, 6 and 7
288 as examples,
289 “I usually watch English videos on YouTube to listen and review translation to
290 understand better.”(Interviewee 1)
291 “I like listening to music and watching English movies, I often watch some movies which I
292 prefer with English subtitles.” (Interviewee 6)
293 “I buy self-study lessons online and watch YouTube and TikTok videos.” (Interviewee 7)
294 There are a few respondents about other methods, as interviewee 4 shared:
295 “I often listen to foreign pronunciation videos and read bilingual books, or communicate
296 with a foreigner.”
297 Also, on the question of which method is most effective and helps students to
298 absorb best, the majority of the students talked about the immersion method. It can be
299 recognized, however, that there is a slight difference between the selection of method
300 students are using and the method that is claimed to be effective. Still take the
301 respondents 1, 6, and 7 for comparison,
302 “In my opinion, I frequently utilize the vocabulary strategy to learn by memory by posting
303 a sheet of paper with the word on the wall.” (Interviewee 1)
304 “I think the effective method is watching movies because when you watch movies, you can
305 enhance listening and reading ability” (Interviewee 6)
306 “In my opinion, listening and learning according to the teacher's pronunciation on
307 TikTok.” (Interviewee 7)
308 The findings of the interviews seemed to be consistent with the findings of the
309 questionnaire. The majority of students used the immersion strategy (viewing movies,
310 listening to music, etc.) and thought it was the most beneficial. Some students choose
311 other approaches, although they are few. Furthermore, the findings of the students'
312 choice suggest that many students do not use the most effective strategy and have not
313 discovered a good self-study approach.
314 4.2.2. Problems students confront during self-learning and some ways to overcome it.
315 During the direct interview, two difficulties were frequently mentioned by
316 students. Most students admitted that they had difficulty with learning a large amount of
317 vocabulary as well as grammar and structure in a foreign language. Besides, some other
318 students said that self-study makes them feel bored and give up easily. As interviewee 5
319 and 6 shared,
320 “There are too much vocabulary, sentence structure, and word arrangement different from
321 Vietnamese.” (Interviewee 5)
322 “I am bored when there is no one to study with, especially, when learning to communicate
323 without a friend, it will be very easy to get bored and frustrated.” (Interviewee 6)
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324 When asking students about how to overcome difficulties during self-study, only a
325 few students shared their experiences while most students were confused and could not
326 find a solution for themselves. Interviewee 3 said,
327 “I think a way of helping me resolve the problem is self-motivation. If you want to learn
328 and love that foreign language, you can absorb it well.”

329 5. Conclusions
330 The purpose of this study is to look into the self-study strategies of English majors
331 at HUFI. Based on the survey results, the author explores the most effective learning
332 methods used by students, investigates the challenges that students experience in
333 self-study, and finds optimal solutions to these problems. To begin, most students in
334 different school years spent 1-2 hours on a foreign language self-study session, with only
335 a few students spending more than 3 hours. This is understandable given that students
336 must make time to study other topics, participate in social activities, and work part-time.
337 Second, most students did self-study 3-4 times a week. Freshmen and seniors, on the
338 other hand, had more self-study time per week than sophomores and juniors. This
339 finding demonstrates that students are aware of the importance of improving foreign
340 languages through self-study and self-exploration. Third, more than half of the students
341 use immersion, and they believe it is the most successful and supportive technique of
342 learning a foreign language. Furthermore, many students do not use the way they
343 believe is best, but rather another way. Fourth, there are three key challenges that
344 students confront during the self-study process: overwhelm, boredom, and
345 disorientation. Last but not least, the students devised some solutions to these issues,
346 such as developing precise plans and goals, selecting favored topics to study well,
347 self-motivation, and so on. Nonetheless, some students have yet to discover the best
348 strategy to overcome these challenges.
349 Based on the survey results, the researcher concluded that students should
350 experiment with various self-study ways to identify the best one for them. The author
351 also expects that this study will aid students in self-learning and assist teachers in
352 understanding students' real-world situations and providing better instruction to them.
353 Moreover, the author discovered various constraints during the study process, such as
354 the fact that the number of students in each year is not equal and third-year students
355 make up the majority. This leads to the outcome may not be diverse and objective. As a
356 result, the author hopes that the following researchers will be able to overcome this
357 limitation.

358 6. Patents
359 Funding: This research received no external funding

360 Conflicts of Interest: The authors declare no conflict of interest

361 Appendix
362 Survey question for investigating into foreign language self-study methods of
363 English-majored students at HUFI
 12 of 13

364 1. Full name:

365 2. Email:
366 3. Which year are you in?
367 A. Freshman
368 B. Sophomore
369 C. Junior
370 D. Senior
371 4. How much time do you spend on self-learning foreign languages?
372 A. Less than an hour
373 B. 1-2 hours
374 C. More than 3 hours
375 5. How many times a week do you self-study?
376 A. 1
377 B. 2
378 C. 3
379 D. 4
380 E. Other
381 6. What method are you applying when learning a foreign language by yourself?
382 A. The vocabulary-based approach
383 B. Double translation
384 C. The grammar-based approach
385 D. The communicative approach
386 E. The immersion method
387 F. Tech & Apps
388 G. Other
389 7. In your view, which method is effective and helps you absorb foreign languages
390 the best?
391 A. The vocabulary-based approach
392 B. Double translation
393 C. The grammar-based approach
394 D. The communicative approach
395 E. The immersion method
396 F. Tech & Apps
397 G. Other
398 8. What difficulties do you often encounter when learning foreign languages by
399 yourself?
400 A. Overwhelmed, do not know where to start
401 B. Boredom
402 C. Disorientation
403 D. Lack of reasons
404 E. Other
405 9. In your opinion, how to overcome these difficulties?
 13 of 13

406

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